LP 309 
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1916 
Copy 1 



EDUCATION 
IN DETROIT 



1916 




DEPARTMENT OF SUPERINTENDENCE 

NATIONAL EDUCATION ASSOCIATION 

FEBRUARY 21-26, 1916 



PREPARED BY THE DETROIT PUBLIC SCHOOLS 



EDUCATION 
IN DETROIT 

1916 




DEPARTMENT OF SUPERINTENDENCE 

NATIONAL EDUCATION ASSOCIATION 

FEBRUARY 21-26, 1916 



PREPARED BY THE DETROIT PUBLIC SCHOOLS 






BEGINNINGS OF EDUCATION 
IN DETROIT 



CADILLAC'S SIGNATURE 






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ST. ANNE'S CHURCH, 1701 

D. of D. 
FEB 15 1918 



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INTRODUCTION 



^ PREFACE 

This book has been prepared for the Department of 
Superintendence of the National Education Association by 
the public schools of Detroit. It is not the product of the 
labor of a few individuals, but the collective offering of the 
entire system. It aims to present for each department a 
brief statement of the significant features of the depart- 
mental work in such form that it will be interesting to the 
general reader. The attempt has also been made, however, 
to give such statistics as are likely to be of value to students 
with professional interest in particular departments. Most 
of the various contributions are signed, and the places where 
the authors may be seen indicated in order that, if further 
infonnation is desired, a visitor may know where and to 
whom to appl\\ The table of contents on Page 9 shows 
clearly the general plan that has been followed in the or- 
ganization of subject matter, while the index at the end 
of the book gives instantly the exact pages upon which 
are to be found references to any specific feature. To make 
the book as a whole present a clear and truthful picture of 
education in Detroit has been the earnest endeavor of 

THE EDITORS. 



INTRODUCTION 



CONTENTS 

Introduction 5-13 

General Organization 14-32 

Departments of Instruction 33-124 

Detroit's Problem, Growth 125-128 

Co-operating Agencies 129-157 

Teachers' Activities 158-175 

Other Educational Institutions 176-195 

Directory 196-204 

Index 204-208 




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INTRODUCTION H 



LETTER OF WELCOIME 

Ladies and Gentlemen: — 

As President of the Board of Education of the City of 
Detroit it is my privilege officially to welcome you as mem- 
bers of the Department of Superintendence of the National 
Educational Association. I invite you to partake of our 
hospitality, to inspect our city, and above all to survey our 
schools. You will find that we are facing large problems. 
Of these the chief one that occupies our attention at the 
present time is how, in view of the fact that the city is 
growing at the rate of 80,000 persons a year, to provide 
enough school buildings. No less than sixty of these have 
been built since 1905, but we are still far in the rear of 
our needs, and likely, if Hugh Chalmers' prophecy of 
1,250,000 population for Detroit in 1920 be true, to fall still 
further behind. We hope that what we have done will meet 
with your approval, but we are more anxious to have your 
help than your applause. We therefore solicit constructive 
criticism of those things which we have done amiss and 
invite suggestions as to those things which we have left 
undone. 

Permit me to express the wish that you may find such 
pleasure and profit in Detroit that this visit will be fol- 
lowed by many others. 

Cordially yours, 

ALBERT McMICHAEL, M. D. 



12 INTRODUCTION 



AIMS AND IDEALS 

The educational ideal which Detroit is striving to 
realize is that, through some of the various departments of 
public education, there may be secured any preparation for 
life which the individual resident of Detroit finds necessary 
or desirable. This ideal means that the citizens of Detroit 
recognize the fact that the responsibility of the pubHc 
school system is not limited to the traditional courses 
planned merely for children, but that anything which makes 
for better citizenship and for more efficient manhood 
•deserves recognition as a possible school activity. The 
widest use of the school plant has not been secured in any 
city school system, but Detroit is alive to the possibilities 
of the extension of the work of the pubhc schools and, sub- 
ject to legal limitations, seems committed to the policy 
of meeting each new need as practical methods are devised. 

Detroit is distinctively an industrial city, although it 
also affords many opportunities for its young people to 
secure employment in commercial activities. The need for 
differentiation in the training of the young people, enabling 
them to fit themselves for work in industrial or commercial 
lines, is recognized through the estabhshment of special 
courses beginning with the seventh grade and running 
through the twelfth grade. The great natural differences 
in the abilities of children are met through an extensive 
adoption of the plan of special schools of many types. The 
need for special training for young men working in the 
various industrial plants of the city has led to the develop- 
ment of continuation schools carried on in close co-operation 
with the management of these factories. Similarly the 



AIMS AND IDEALS 13 



limited training of girls in department stores and factories 
has resulted in continuation schools where they may secure 
suitable assistance. The night schools both for young people 
of inadequate training and for foreigners who need instruc- 
tion in the elements of citizenship, furnish another useful 
extension of public school work. Vocational guidance, in 
connection with the Compulsory Education Department, 
while in the experimental stage, bids fair to prove a useful 
adjunct. Vacation schools are coming to be recognized as 
deserving even more extensive support than they have had 
in the past. A cordial co-operation with the work of the 
Recreation Commission is resulting in a considerable exten- 
sion of the use of the playgrounds during the summer and 
after school, while an encouragement of the organization of 
local clubs of all kinds, under the control of the Recreation 
Commission, promises in the near future a very wide use 
of school buildings in the evening. Public lectures and 
meetings of various civic organizations are frequently held 
in school buildings, affording another illustration of the 
possible inclusive character of school activities. 

The people of Detroit are looking forward to the time 
when the schools will completely realize their aim of being 
the great community centers for all that has to do with 
making more effective the individual. 

CHARLES E. CHADSEY, 

Superintendent of Schools. 
Room 6, 50 Broadway 



14 GENERAL ORGANIZATION 



BOARD OF EDUCATION 

Since 1869, the ''free schools in the city of Detroit" have 
comprised, by state law, a single school district. The pres- 
ent organization of the Board of Education is in accordance 
with the provisions and amendments of the city charter 
approved June 7, 1883. In each ward a school inspector 
may be nominated by each political party in the March 
primaries and from these candidates one is chosen in the 
regular biennial spring elections the following April. The 
terms of office in the various wards are so arranged that 
but half of the inspectors are selected at any one election. 
The board members serve without pay. They are elected 
for terms of four years. At present the board consists of 
twenty-one inspectors, (17 republicans, 4 democrats), the 
mayor, the city treasurer, and the recorder. The last three 
are members ex-officio with the right to take part in the 
deliberations but not to vote. Vacancies occurring between 
elections are filled by the mayor. 

The annual meeting of the board is held on the first day 
of July of each year (or the first Monday following if the 
first of July falls on Sunday). The officers of the board, 
except as noted, are usually elected at the annual meeting, 
and are as follows : A president (term 1 year) , a president 
protem (1 year), a secretary (4 years), a superintendent 
of schools (3 years), a supervisor of property (elected 
at the regular meeting in April for four years from the first 
of May following) , an architect (elected at the first regular 
meeting in December for one year from the first day of 
January following), and a consulting engineer (same pro- 
visions as for architect. The two offices may be held by one 
person.) The regular meetings of the board are held on 
the second and fourth Thursday evenings of each month 
throughout the year, excepting that the first regular meet- 
ing of July in each year is to be held on the first day of 
July (on the Monday following if the first falls an Sunday) . 
The hour for meeting is 8 : 00 P. M. 

The business of the board is transacted by eight stand- 
ing committees appointed by the president at the beginning 
of each fiscal year : Judiciary (five members) , Teachers and 
Schools (7), Text Books and Course of Study (7), Real 
Estate and School Buildings (7), Supphes and Janitors (7), 



BOARD OF EDUCATION 



15 



Finance (5), Sanitation (5), Rules (5). The recommenda- 
tions of the committees are submitted to the board for 
approval. All action of the board involving the spending 
of money must also receive the approval of the Mayor. A 
two-thirds majority of the board is necessary to overturn 
his veto. 

Since 1840, there have been 397 members of the Board 
of Education, exclusive of the inspectors now in ofRce. Of 
these, more than half (220) served but a single year or less. 
Only eight per cent of the entire number saw more than 
five years of service. Of the present board, 15 have not 
completed their first term, four are in their second term, 
one is in his third term, and the senior member of the 
board is serving his fifth term. 

A tabulation of the occupations of the present inspec- 
tors shows that they represent a wide range of social and 
industrial interests. Four members are lawyers, two con- 
tractors, two managers of departments in large stores, one 
the secretary of a power company, one a manufacturer, one 
a physician, one a dentist, one a real estate agent, one a 
broker, one a grocer, one the proprietor of a creamery, one a 
barber, one a cattle buyer, one a tailor, one a hatter, and 
one a florist. 



SHOWING WARDS 

ELECTION • *— 
^ DISTRICTS. 




16 GENERAL ORGANIZATION 

FINANCES 

The funds at the disposal of the Board of Education are 
derived from three main sources of revenue — city taxes, the 
sale of school bonds, and primary school money. The city 
receives from the state, in common with the other school 
districts of the state, an apportionment of primary school 
money based upon the number of children of school age in 
the district as shown by the annual school census. The 
remaining funds for school work are then raised either by 
direct taxation or by the sale of school bonds. There is a 
small additional income derived from interest on daily 
balances, tuition fees, the rent of unused or sale of discarded 
school property, and from other miscellaneous sources; but 
the total of these amounts is less than three per cent of the 
whole budget. 

The finance committee of the board in consultation with 
the secretary, the supervisor of buildings, and the superin- 
tendent of schools prepares for submission to the controller 
by the first Tuesday in February a detailed estimate of the 
funds needed for the succeeding year. On the first Tuesday 
in March this estimate, in common with those from other 
city departments, is transmitted to the common council. 
After revision by the council the budget passes, on the 28th 
of March, to the Board of Estimates, which may approve 
or decrease but not raise the amounts of the various items. 
The final action of the Board of Estimates must be taken 
by April 30, and it is unlawful to create any expenditure 
or expend any moneys as to items specifically disallowed 
and disapproved by the Board of Estimates. After the 
final adjustment of the general city budget, bonds are 
issued, and taxes levied. The funds apportioned the Board 
of Education remain in the hands of the city treasurer. 
The proceeds from all sources are used by him to pay all 
debts incurred by the action of the board, bills of which have 
been audited by the finance committee, and approved by the 
mayor. Checks are issued by the city treasurer and certified 
by the controller. 

Revenue from the sale of school bonds may be expended 
for land, buildings, or permanent improvements only. 

Revenue from the primary school money may be used 
to pay teachers' salaries only. 

The funds of the board are kept under separate 
accounts as follows : 



FINANCES 



17 



A. Building Fund — To which belong all moneys levied 
and collected, and which are to be expended for lands, build- 
ings, and permanent improvements. 

B. Maintenance Fund — To which belong all moneys col- 
lected for the payment of salaries of janitors, officers, and 
clerks, for the payment of repairs, both general and special, 
and all other moneys collected not specially provided for. 

C. Teachers' Salary Fund — To which belong moneys 
appropriated and collected for the payment of salaries of 
teachers. 

D. The Contingent Fund is a sum not exceeding $250 
(belonging to the maintenance fund) placed in the custody 
of the secretary, who shall be accountable for the same. 

Money cannot be transferred from one fund to another. 



BUDGET, 1915-16 



ITEMS 


Asked By 
Board of Educa- 
tion 


Allowed By 
Common Council 


Allowed By Board 
of Estimates 


Building Fund 


2,440,431.98 

2,415,201.83 
841,511.73 


$1,630,100.34 


$1,348,835.54 


Maintenance Fund (Net.) 
Teachers' Salaries . . . 
Other Purposes 


2,003,955.91 
769,723.98 


1,557,510.00 
698,684.06 


Total 


$5,697,154.54 


$4,403,780.23 


$3,605,029.60 



RECEIPTS AND 

19 14 

Balance July 1, 

1914 $ 511,734.57 

City Taxes 2,071,921.86 

Sale of Bonds 718,000.00 

Primary School 

Money 927,004.40 

All other revenue .. . 101,341.24 

Total $4,330,002.07 



DISBURSMENTS, 
19 15. 

Teachers' Salary 

Fund $2,242,198.91 

Building Fund 1,331,583.30 

Maintenance 671,905. 00 

Miscellaneous 4,486.13 

Balance June 30, 

1915 79,828.73 

Total $4,330,002.07 



18 . GENERAL ORGANIZATION 



BUSINESS MANAGEMENT 

Subject to the approval of the proper cofmrnittees, the 
Secretary and Business Manager of the Board is vested 
with the purchase of all supplies and materials used in 
the maintenance of the schools. Last year this amounted 
to about $3,000,000.00. About twenty-five persons are em- 
ployed in different capacities under his direction. Accounts 
are kept with each school as to cost of maintenance; and 
an accounting system is in vogue which furnishes a positive 
check on the stock room in the distribution of books, sta- 
tionery, and all kinds of supplies sent to schools. These are 
issued upon requisitions made by the principals upon the 
secretary, who is thus enabled to make a comparative state- 
ment of the cost of maintaining each school. These accounts 
must balance at the end of the year with the inventory of 
the stock room. It is required that all worn-out articles 
must be presented to the person in charge of the stock room 
for inspection before substitutes therefor are furnished. 
The secretary is also custodian of all papers, documents, 
deeds, etc., of all school sites and contracts for school build- 
ings, and is held responsible for all records relative to the 
proceedings of the meetings of the Board. 

In January of each year estimates are prepared in his 
office covering the requirements of the Board and the City 
at Large, educationally speaking, for the ensuing year. 
These are presented to the Common Council and the Board 
of Estimates for consideration. The funds for these pur- 
poses, when finally passed, become available July 1 follow- 
ing. Monthly statements as to the available balances in 
appropriations are furnished from the Secretary's office 
to each department of the Board and to the City Controller, 
who makes all disbursements upon the Board of Education 
funds, upon action of the Board. Thus purchases against 
exhausted appropriations cease in accordance with his 
report. 

Free textbooks were adopted by Detroit in 1892. The 
secretary of the board receives all textbooks and other 
supplies purchased by the board and has charge of their 
distribution to the schools. A stock room is maintained 
in the Washington School building, to which all suppHes are 
shipped and from which they are sent to the schools on 



BUSINESS MANAGEMENT 



19 



requisition of principals. A delivery wagon and an auto 
truck together cover the entire city each week, visiting 
about twenty-five schools each day, according to a regular 
schedule. 

The Secretary is also required by law to obtain an annual 
census of all persons of school age in the City, upon which 
the apportionment of city funds is made and credited to 
the Board of Education as an annual receipt. 



CHAS. A. GADD, 

Secretary. 



Room 2, 50 Broadway. 




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20 GENERAL ORGANIZATION 



EQUIPMENT 

The Detroit public school plant is shown diagramati- 
cally on the opposite page. The squares and rectangles 
represent the elementary and higher schools. The figures 
within the squares indicate the size of the buildings (num- 
ber of rooms for elementary grades, average membership 
1914-1915 for normal and high schools). School crossed 
by a single set of oblique lines are schools built since 1910, 
while those double crossed are now under construction. 
Junior high schools have been placed among the elemen- 
tary schools and are bounded by a double line. 

The city today has 123 school buildings, — 118 of which 
are brick, and three frame, — six small portable schools, 
a brick office building, and a frame repair shop. The 
stock room is located in one of the regular school build- 
ings. The total number of rooms including high schools is 
1708. The total seating capacity is 68,598. If this is com- 
pared with the number of different names enrolled, last year 
84,280, or even the number of pupils in membership at the 
close of the year, 67,338, the reason for the increase of part 
time classes from 154 in September, 1914, to 227 in Septem- 
ber, 1915, will be plainly seen. The enrollment September 21, 
1915, 74,246, represents an increase of 7,176 children over 
the September enrollment the year before. Yet the capacity 
of the seven new buildings to be opened this year is but 
6,162 seats. A strenuous building program that has not 
pended more than $3,000,000 in the last two years has not 
served to keep the equipment adequate for the needs of the 
city. 

The total cost of school sites to date has been $1,718,800 ; 
that of school buildings $10,500,000. The total investment 
in the public schools is, therefore, $12,218,800. Large as 
as this investment is, it will be doubled in a very few years, 
if Detroit's present rate of growth continues. 

The use of school buildings after hours for distinctively 
educational purposes is granted under certain conditions, 
providing the expenses of heating, lighting, and janitor ser- 
vice are paid. Free use of buildings is also given for certain 
school meetings and entertainments. 



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22 GENERAL ORGANIZATION 



SUPERVISION OF SCHOOL PROPERTY 

RULES OF THE BOARD OF EDUCATION 

Supervisor 

11. The Supervisor shall be elected by a viva-voce vote 
in the manner prescribed in Rule 2, at the first regular meet- 
ing of the Board in April, or at any subsequent regular 
meeting, for the term of four years. The term of office shall 
date from the first of May following said regular meeting 
in April. A majority vote of the inspectors present shall be 
necessary to elect. 

Duties of the Supervisor 

12. (a) The Supervisor shall superintend the receiv- 
ing, storing, and distribution of fuel. He shall have charge 
of all school building material and supplies used for repair- 
ing buildings, fences, walks, etc. He shall have the super- 
vision and direction of the janitors, engineers, and assist- 
ants, subject to the approval and rules of the Committee on 
Supplies and Janitors. He shall, under the direction of the 
Board, employ mechanics and laborers, superintend their 
employment, and certify their pay rolls. He shall also super- 
intend all repairs, alterations, and improvements in school 
houses, fences, walks, out-houses, etc., keeping a detailed 
account of labor and material used in such repairs, alter- 
ations, and improvements in and about each building. He 
shall, in January of each year, recommend to the Board 
such repairs, alterations, and improvements in and about 
school houses as he may deem necessary, together with his 
estimate in detail of the cost of the same. He shall make 
a report to the Board at its first regular meeting in March, 
giving a complete inventory of all movable property in the 
different store rooms and unoccupied schools. 

Architect 

13. The Architect shall be elected by a viva-voce vote 
in the manner prescribed in Rule 2, at the first regular 
meeting of the Board in December, for a term of one year, 
compensation to be agreed upon at the time of said election. 
The term of office shall date from the first day of January, 
following said regular meeting in December. A majority- 
of the Inspectors present shall be necessary to elect. 



SUPERVISION OF SCHOOL PROPERTY 23 

Duties of the Architect 

(a) The Architect shall prepare : (1) Preliminary draw- 
ings modified and remodified to illustrate a general 

solution of the Board's problem; (2) General drawings 

as may be necessary to make the whole scheme clearly evi- 
dent to the mind of a competent builder ; (3) Specifications 

to be furnished as a basis for tenders; (4) Detailed 

drawings for the use of the builders. 

b. He shall be responsible for all errors or omissions 
in drawings 

c He shall supervise work on buildings in process of 
erection 

d. The services of the Architect are to cover all incom- 
plete contracts on new buildings and additions let during 
his term of office, at the rate of compensation as agreed. 

14. The Consulting Engineer shall be elected by a viva- 
voce vote in the manner prescribed in Rule 2-, at the first 
regular meeting of the Board in December, for a term of 
one year, compensation to be agreed upon at the time of 
said election. The term of office shall date from the first 
day of January, following said regular meeting in Decem- 
ber. A majority of the Inspectors present shall be neces- 
sary to elect. 

His duties are hke those listed under Rule 13 of Archi- 
tects, with such changes as his special work requires. 

Engineers Must Hold License 
113. All applicants for positions as engineer-janitors in 
the public schools shall be required to pass a satisfactory 
examination before the City Boiler Inspector in office at the 
time of making such application. 

Total Engineer Staff, 1914-15 123 

Total Janitor Staff, 1914-15 185 

Total engineers' and janitors' salaries, twelve months, day 

school $285,968.72 

The salaries for janitors range from $2.25 per day to 
$243.47 per month, depending upon the size of the building 
and the character of the heating plant. 

In steam-heated schools, the engineers are allowed a 
larger salary for ten months in the year, so that they can 
pay their assistants at the rate of $5.32 per room per school 
month. The Board does not employ any assistants except 
in high schools and large elementary schools. 



24 GENERAL ORGANIZATION 



SUPERVISION OF INSTRUCTION 

The general scheme of supervision in the Detroit schools 
is indicated in the diagram on the opposite page. "The 
superintendent, as the chief executive officer of the Board, 
and under its direction, has superintendence of all schools, 
teachers, and supervisory departments." He is thus himself 
the chief supervisory officer. As shown by the dotted lines, 
he has the co-operation of the forces of the Board of Health, 
i. e., the school physicians and nurses who are under the 
direct charge of the Board of Health, and of the secretary of 
the board and the supervisor of buildings, both of whom 
are directly responsible to the Board of Education, as is 
the superintendent himself. 

The actual inspection and supervision of school work is 
carried on mainly by three assistant superintendents, one of 
whom has charge of the elementary schools on the West 
side of the city, the other of whom has similar charge of 
the East side schools, the third of whom has charge of all 
special schools, evening and vacation schools, classes for 
abnormal, blind, deaf, or crippled children, etc. The kinder- 
garten and primary grades are under the care of a spe- 
cial supervisor. Supervision in the normal, high, and 
trade schools is carried on by a council of principals, or 
directors, of those schools who meet at intervals with the 
superintendent. There are, further, certain supervisors of 
special departments and subjects, as shown in the diagram, 
whose duty it is to oversee the work of teachers in these 
subjects, and to give assistance and training as needed. 



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MEDICAL 
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26 GENERAL ORGANIZATION 



SUPERVISION OF INSTRUCTION 

General Offices in Administration Building, 50 Broadway. 
Office Hours of Supervisors, 4-5 P. M. Daily. Saturday, 10-12 
A. M. 

SUPERINTENDENCE. ROOMS 6, 7. 
1 Superintendent of Schools. 3 Assistant Superintendents. 

Office force: 1 Binet Examiner, 2 clerks, 
3 stenographers, 1 telephone operator. 

SUPERVISORY TEACHERS. 
Office force: 1 stenographer, 1 clerk. 

A. Physical Training in High and Elementary Schools. 

Room 11. 
1 Director. 5 Assistant Directors, two men 
and three women. 

B. Athletics in High Schools — Room 11. 

1 Director. 

C. Manual Training in High and Elementary Schools. 

Room 10. 
1 Director. 1 Assistant Director. 

D. Music in High and Elementary Schools. Room 13. 

1 Director. 3 Assistant Directors. 

E. Drawing in the Elementary Schools. Room 14. 

1 Director. 2 Assistant Directors. 

F. English in the Elementary Grades. Room 11. 

1 Supervisor. 

G. Kindergartens, First and Second Grades. Room 15. 

1 Supervisor and 1 Assistant Supervisor- 
H. Substitutes and New Teachers. Room 11. 

1 Supervisor. 
I. Continuation Schools for Girls. Room 11. 

1 Director. 
J. Educational Research. Room 11. 

1 Supervisor. 
K. School Physician, (For medical examination of appli- 
cants) Room 7. 
L. Compulsory Education — Offices — 38 Broadway. 

1 Supervisor. 7 Clerks. 14 Attendance Officers. 

Total Supervisory Force, 58. Total Salary for Super- 
vision, (exclusive of principals and first assistants $98,588, 
or 4.4% of expenditures from Teachers' Salary Fund. 



GENERAL ORGANIZATION 27 

THE TEACHING CORPS 

RULES GOVERNING APPLICATIONS, EXAMINATIONS, ETC. 

Each school is in direct charge of a principal, who gives 
all his time to administrative and supervisory work. First 
assistants, or vice-principals, have charge of the highest 
room and give most of their time to teaching. In only a 
very few schools are principals given clerical assistance. 

Young teachers from the training school are usually 
assigned to primary grades. First assistants are teachers 
of the highest class. Principals are ordinarily chosen from 
first assistants. There is thus a gradual movement of 
teachers through the grades upwards, and each move to a 
higher grade is generally regarded as a promotion. 

TEACHERS 

45. Teachers in the public schools shall be appointed 
by the Board on nomination of the Committee on Teachers 
and Schools, for the term of one year; provided, that a 
teacher may be dismissed upon thirty days' notice; or at 
any time for wilful violation of any rule of the Board ; or for 
misconduct or incompetency. The pay of substitute teach- 
ers shall be deducted from the salary of the absentee, and 
the compensation of said substitute shall be fixed by the 
Superintendent, with the consent of the chairman of the 
Committee on Teachers and Schools. 

77. I. (a) All applications for positions as teacher or 
principal shall be made through the Superintendent, and 
filed in his office. 

(b) All persons appointed teacher or principal must 
pass a physical examination given by the school physician 
of the Board of Education, who shall certify that the per- 
son is in sound physical health. If such a certificate can- 
not be secured, a contract will not be issued. 

(c) All applicants eligible to appointment shall hold 
one of the following qualifications: A Detroit Normal 
School diploma, a diploma from a University or College, a 
life diploma from a State Normal School, or a Michigan 
State Life Certificate. All teachers appointed, except 
those from the Detroit Normal Training School, shall have 
had not less than three years' successful experience in 
teaching. 



28 GENERAL ORGANIZATION 



(d) Substitute teachers shall possess like qualifications, 
with the exception of experience, but, after having substi- 
tuted successfully in the Detroit Public Schools for two 
hundred days, may be placed upon the eligible list for 
appointment to regular positions. 

(e) The number of teachers required at any time shall 
be made up : first of persons holding Detroit Normal Train- 
ing School certificates; and, second, from those whose 
names have been placed on the ehgible list. This rule shall 
not apply to the appointment of teachers in special studies, 
provided the applicant has had three years of successful 
teaching in his or her special branch. 

EXAMINATION— TEACHERS AND NORMAL TRAINING 
ENTRANCE 

(f) All applicants for the position of teacher or for 
entrance to the Normal Training School, Elementary, or 
Kindergarten Training Classes shall furnish evidence of 
good moral character and sound physical health, and shall 
be required to pass a satisfactory examination along the 
following general lines: 

1. English (Grammar, Rhetoric, and General Litera- 
ture, as covered in Enghsh (1) to (8) inclusive, as outhned 
in High School Handbook). 

2. Algebra. 

3- History (One year of Ancient History, Modern and 
Medieval History, English History, or American History). 

TEACHERS OF SLOYD. 

(g) Teachers of Sloyd, to be eligible for appointment, 
shall have satisfactorily completed the courses in a special 
training school of good standing — such as the Teachers' Col- 
lege, New York, or the Sloyd Training School, Boston, or 
have a preparation equivalent to the preparation given by 
these schools. 

TEACHERS OF SEWING AND COOKING 
(h) Teachers of Sewing and Cooking shall be graduates 
of a special training school of good standing — such as the 
Pratt Institute, Brooklyn, the Drexel Institute, Philadel- 
phia, or Simmon's College, Boston, or shall have had a prep- 
aration equivalent to a diploma from these schools. 

MISCELLANEOUS REGULATIONS 
II. (a) The marriage of any woman teacher consti- 
tutes a resignation. 



TEACHING CORPS 29 



(b) The maximum time for which leave of absence 
shall be granted to any teacher shall be one year. 

Regular schedule increase in salary is allowed if the 
leave of absence is for the purpose of study and certified 
credits are presented upon return. 

If a leave of absence is granted during a term, salary 
ceases at time leave takes effect. 

(d) When a special teacher is absent from duty on 
account of sickness, only one-half pay shall be allowed her 
during the first three weeks of such absence, and, after 
three weeks, pay shall cease entirely until return to duty. 
If the absence is from any other cause than sickness, no 
pay shall be allowed during the term thereof. 

(e) When a principal or a teacher is absent and a sub- 
stitute is employed, the amount required to pay the substi- 
tute shall be deducted from the salary of the absentee. 

(g) The difference between the principal's or the 
teacher's salary and the amount paid principal or teacher 
and substitute shall be given to the General Fund of the 
Teachers' Retirement Fund for a period not to exceed one 
month. 

(3) (a) All applicants for the position of teacher or 
principal in a night school must furnish evidence of good 
moral character, or sound physical health, and of successful 
experience. 

(b) All apphcants ehgible to appointment shall hold 
one of the following qualifications: A Detroit Normal 
School diploma, a diploma from a State University or Col- 
lege, a diploma from a State Normal School, a State Certi- 
ficate, a Wayne County First Grade Certificate or a certifi- 
cate secured at an examination to be held under the direc- 
tion of the Committee on Teachers and Schools and the 
Superintendent, the second week in September of each 
school year. 

DUTIES OF TEACHERS 

90. It shall be the duty of teachers to practice such 
discipline in their schools as would be exercised by a wise 
and judicious parent in his family — always firm and vigilant, 
but prudent. 



30 



GENERAL ORGANIZATION 



GENE 
FOR 



RAL SCHOOL 
YEAR ENDING 



STATISTICS 
JUNE, 1915 



Number of different names enrolled 

Average membership for the year 

Average daily attendance for the year 

Per cent of attendance on membership 

Number of pupils in membership at close of 
year 

Number of male teachers (including superin- 
tendent, excluding clerks) 

Number of female teachers (excluding libra- 
rians and clerks) 

Average number of teachers, excluding super- 
intendent, supervisors, principals, clerks, 
manual training teachers elementary 
schools, special, ungraded, deaf and attend- 
ance officers 

Average number of teachers, including prin- 
cipals, supervisors, manual training teach- 
ers, excluding superintendent and clerks. . . 

Average number of pupils to the teacher 
(excluding supervisors, principals, manual 
training teachers, clerks), based on enrollment) 
11. Average number of pupils to the teacher 
(excluding supervisors, principals, manual 
training teachers, clerks) based on average 
membership 

Average number of pupils to the teacher 
(excluding supervisors, principals, manual 
training teachers and clerks), based on 
average attendance 

Cost per capita for instruction and superin- 
tendence (excluding evening schools), 
based on average membership 

Cost per capita for incidentals, based on aver- 
age membership 

Cost per capita, including all current ex- 
penses except money invested in school 
buildings 

16. Cost per capita for ungraded schools 

17. Number of days the schools were actually in 



10,321 
5,146 
4,6.53 
91.0 

5,172 



42,440 21,900 I 878 



793 
15 

27 



10 



12 



13 



15 



190 
190 
54.3 

27.0 



$33.37 
$1.36 



33,108 
94.5 


18)724 
95.8 


35,205 


19,808 


34 


59 


858 


639 


733 


537 


884 


661 


54.4 


40.7 


45.6 


36.3 


43.3 


34.8 


$2271. 


$36.07 


$8.13 


$8.13 


$30.84 


$44.20 

.... 



36 



8,741 
6,387 
6,132 
96.0 

6,360 

131 

190 



84,280 

66,796 

,310 

94.7 

67,338 



38 j 309 

i 
24.4 28.8 



19.9 



$67.80 
$5.71 



21.0 



$72.42 
$25.29 



$32.68 
$9.22 



$41.90 
$56.92 



i84 





GENERAL FINANCIAL 


STATISTICS, 


1896-1915 




> 


111 

> 


llil 


Amount of 

levy for 
current ex- 
penses of the 
public 
schools. 

Per cent, of 

school taxes 

upon entire 

municipal levy. 


Received from 

sale of bonds, 

school sites 

and buildings. 


Amount of 

money 

received from 

primary 
school fund. 


III! 


1896 
1897 
1898 
1899 
1900 
1901 
1902 
1903 
1904 
1905 
1906 
1907 
1908 
1909 
1910 
1911 
1912 
1913 
1914 
1915 


$209,642,100 . 00 $3,253,300 . 77 
206,825,870.00 3,640,878.19 
207,636,860.00' 3,304,247.31 
216,971,000.00 3,514,092.46 
244,371,510.00 3,662,877.88 
247,248,500.00 3,777,424.86 
249,503,720.00 4,131,603.47 
271,868,920.00 4,270,392.68 
277,982,370.68 4,033,401.49 
287,268,670.00; 4,051,363.14 
305,656,900.00' 4,317,506.91 
335,997,380.00 4,996,785.94 
349,163,590.00 5,204,001.16 
359,819,910.00 6,329,536.15 
377,335,980.00 6,837,638.57 
407,213,210.00! 7,311,161.31 
456,816,100.00 9,014,654.82 
486,763,120.00 9.877,188.48 
525,856,500.00 10,267,999.21 
558,943,950.00 13,106,187.39 


$ 655,563.00 

754,020.60 

874,625.65 

750,013.38 

736,746.45 

813,270.61 

876,068.36 

989,773.07 

1,003,714.67 

781,049.30 

601,499.51 

598,300.02 

889,532.26 

592,359.26 

944,318.13 

1,337,772.87 

1,468,031.19 

1,333,697.10 

2,071,921.86 

2,431,599.62 


20.1 

20.7 

26.4 

21.3 

20.1 

21.5 

21.2 

23.1 

24.5 

19.2 

13.9 

11.9 

17 

16.6 

19.5 

19.5 

16.1 

13.5 

20 

18 




$'■ 1,035 
156,000 
50,000 
155,000 
*77,000 

'iio,666 

230,000 
170,000 
249,000 
603,310 
216,000 
300,000 
*20,000 
838,644 
2,760,610 
1,200,500 


$ 98,354.62 
100,057.48 
108,299.10 
113,571.50 
116,456.00 
163.846.70 
204,985.36 
224,073.00 
265,831.50 
277,044.90 
322,458.80 
1,114,999.00 
1,010,280.00 
670,119.24 
662,766.00 
856,384.60 
54,615.50 
844,681.00 
878,989.02 
927,004.40 


$ 810,063.00 
940,420.60 
974,136.65 
903,517.30 
1,010,971.73 
1,209,367.94 
1,140,129.50 
1,333,428.07 
1,272,322.72 
1,052,903.94 
1,370,060.28 
1,776,261.82 
1,840,532.26 
2,393,709.26 
2,060,517.31 
2,827,465.97 
4,097,877.44 
4,097,877.44 
4,739,421.86 
4,611,099. 6T, 



♦Amount received from bonds and school taxes. 



ANNUAL SALARIES 31 



SCHEDULE OF ANNUAL SALARIES 

(Unless Otherwise Stated Salaries are for Ten Months' Services) 
Members of the Board of Education serve vnthout pay. 
OFFICERS OF THE BOARD 

Secretary, 12 months $3,000 

Superintendent of Schools, 12 months 9,000 

Assistant Superintendents, 12 months 4,500 

Supervisor of School Property, 12 months 3,500 

Architects' and Consulting Engineers' Commissions, 5%. 
Two and one-half per cent of entire cost of new buildings is 
allowed for drawings and specifications; 2*490 is allowed for super- 
intendence and inspection. 

SUPERVISORY TEACHERS. 

Physical Training Director 2,400 

Assistants, Men 1,500 

Assistants, Women 1,200 

Athletics— Director 2,300 

Manual Training — Supervisor 3,500 

Assistants 1,200 

Music — Supervisor 2,400 

Assistants 1,200 

Drawing — Director 2,400 

Assistants 1,300 

English — Supervisor 2,400 

Kindergartens, First and Second Grade, Supervisor 2,400 

Assistant 1,400 

Substitutes and New Teachers — Supervisor 2,400 

Continuation School — -Director 2,000 

Educational Research — Supervisor 3,000 

Medical Director 1,800 

$100 per year increase. 

PRINCIPALS AND TEACHERS. 
HIGH SCHOOLS. 

Teachers— First year $ 700.00 

Second year 750.00 

Third year 800.00 

$100 per year increase. 

Teachers — Maximum salary , 1,500.00 

Second Assistants — Minimum salary 1,600.00 

$100 per year increase. 

Second Assistants — Maximum salary 1,700.00 

First Assistants — Minimum salary 1,800.00 

First Assistants — Maximum salary 1,900.00 

Heads of Department — Minimum salary 2,000.00 

$100 per year increase. 

Heads of Departments— Maximum salary 2,500.00 

Grade Principals — Central, Eastern, Western, and North- 
western High Schools — Minimum 1,900.00 



32 GENERAL ORGANIZATION 



Grade Principals — Central, Eastern, Western and North- 
western High Schools — Maximum 2,300.00 

Grade Principals — McMillan High School $100 per year more 

than regular schedule rate. 
Principal of Central High School, per school year, maximum 

salary 4,500.00 

Principals of Eastern, Western, Cass Technical, and North- 
western High Schools, per school year, maximum salary 4,000.00 

Principal of McMillan High, maximum salary 2,700.00 

Pi'incipal of Norvell Junior High, maximum salary 2,700.00 

Principal of George Junior High, maximum salary 2,200.00 

ELEMENTARY SCHOOLS. 

Minimum salary $ 500 per school year 

Schedule increase of 50 " " " 

To the maximum 1,000 " " " 

First asst's in grammar schools 1,100 " " " 

Principals of schools of 7 rooms or less, per school year $1,200.00 

Principals of schools of 8 to 13 rooms, per school year 1,500.00 

Principals of schools of 14 to 17 rooms, per school year 2,000.00 

Principals of schools of 18 to 21 rooms, per school year 2,500.00 

Principals of schools of 22 or more rooms 2,700.00 

Principal of Central High School, per school year, minimum 

salary 4,000.00 

Maximum salary increase of principals promoted $200.00 
per school year. Regular schedule increase $100.00 per 
school year until the maximum is reached. 

In case one or more rooms shall be unoccupied in any 
building of six or more rooms, $2.50 shall be deducted from 
the monthly salary of the principal for each unoccupied 
room. 

MANUAL TRAINING TEACHERS OF WOODWORK. 

Minimum salary $ 900.00 per school year 

Schedule increase of 100.00 " " " " 

To the maximum 1,500.00 " " " 

TEACHERS OF DOMESTIC SCIENCE AND DOMESTIC ART. 

Minimum salary $ 500.00 per school year 

Schedule increase of 50.00 " " " 

To the maximum 1,000.00 " 

NORMAL TRAINING SCHOOL. 
Teachers in the Normal Training School receive $200.00 
per school year more than schedule of regular teachers to 
a maximum of $1,200.00 per school year. 

Faculty members. Minimum $1,200.00 per school year 

Faculty members, Maximum 1,650.00 " " " 

Schedule increase $100. 
KINDERGARTEN. 

The graduate assistant shall receive $500.00 for the first 
year's service, increasing thereafter at the regular schedule 
rate until the maximum of $800.00 is reached. Whole day — 
Maximum $1,000.00. 

Directors of Kindergartens receive a maximum of 
$1,000.00 per school year. 



ANNUAL SALARIES 



33 



SCHOOL FOR DEAF. 

The salaries of assistant teachers employed in the School 
for Deaf shall be subject to rules which fix the compensation 
of teachers in the district schools, with an addition of 
$200.00 per school year, providing sufficient funds are re- 
ceived from the State. 

ATTENDANCE OFFICERS. 

Minimum salary $ 900 per school year 

Schedule increase of 100 " " " 

Maximum salary 1,100 " " " 

TEACHERS OF UNGRADED ROOMS. 

Minimum salary $ 900.00 

Schedule increase 100.00 

Maximum salary 1,400.00 

S:'ECiAL U'ORiv. 

Teachers for special work are paid according to special 
agreement. 

SPECIAL ROOMS. 

Teachers of special rooms to receive $200.00 per school 
year more than schedule of regular teachers to a maximum 
of $1,200.00. 

Average salary of all teachers, including principals, first 

assistants and supervisors $1,013.61 

Average salary of all teachers, excluding principals, first 

assistants and supervisors 926.76 




GIRLS' GYMNASIUM, CENTRAL HIGH SCIIOO! 



NORMAL TRAINING 35 



NORMAL TRAINING SCHOOL 

The Wales C. Martindale Normal Training School pre- 
pares teachers for the public elementary schools of Detroit. 
It is located at Grand River Avenue and Grand Boulevard, 
about three and one-half miles northwest of the city hall, 
and is situated on the same grounds as the Northwestern 
High School and the Marr Elementary School. 

Both the normal school and the practice school are 
conducted in new buildings, opened last year. Together 
with the Northwestern High School, another new building, 
they occupy the corners of the triangular apex of a forty- 
acre pubhc playground. The city of Detroit has $800,000 
invested in public school buildings on this triangle, and the 
combined plant is well worth the attention of visiting school 
people. 

The normal school admits graduates of Detroit high 
schools, or of high schools of equal rank, who are successful 
in a competitive examination covering the high school work 
in English, algebra, and history. The course is two years 
in length, and affords a choice between preparation for the 
kindergarten and the grades. 

For observation and practice purposes, a regular city 
elementary school is conducted, under the direction of a 
principal, and with a force of sixteen critic teachers. Here 
the teachers-in-training observe illustrative lessons, assist 
in school projects, and teach during regular practice periods. 
The practice school is housed in the Marr building, with a 
few overflow rooms of children placed this year in the 
Martindale building itself. Considerable practice work and 
substituting are also done by Normal students in regular 
rooms throughout the city. 

Upon completion of the two years' course, normal stu- 
dents are assigned by the Superintendent of Schools to 
grade rooms and to kindergartens in the public school sys- 
tem. They are on regular schedule salary, but remain 
under the direct supervision of the normal school for a 
year and a half. If the first semester's teaching is satis- 
factory, a certificate is given, and a diploma is granted at 
the end of an additional year of acceptable work. During 
the three semesters of apprentice teaching, the normal 
school aims to help the beginning teachers to effect an 



36 DEPARTMENTS OF INSTRUCTION 



early and economic adjustment, and to promote among them 
adequate ideals and standards of professional service. 

Through a credit arrangement with the University of 
Michigan, it is now possible for normal students who take 
specified courses during their two years of training to pre- 
pare themselves to enter the third year of university work. 
This plan is made feasible through the co-operation of the 
Northwestern High School. Children in the northwestern 
section of the city thus have opened to them the possibility 
of progressing from the kindergarten to the third year of 
college work by successively finishing the work offered in 
the Marr School, the Northwestern High School, and the 
Martindale Normal School. 

J. F. THOMAS, 

Principal. 

NORMAL TRAINING SCHOOL 

ENROLLMENT, JANUARY, 1916 

Students, first semester. Elementary Course 54 

Students, first semester. Kindergarten Course 28 

Students, second semester, Elementary Course 38 

Students, third semester. Elementary Course 34 

Students, third semester. Kindergarten Course 22 

Students, fourth semester. Elementary Course 23 

Total Students 199 

SALARIED APPRENTICE TEACHERS 

First semester class, Elementary 35 

First semester class. Kindergarten 32 

Second semester class. Elementary 33 

Third semester class, Elementary 4 

Third semester class. Kindergarten 2 

Total Teachers 106 

Total Normal Students and Supervised Teachers 305 

(No regular "third" semester class because of change in 
length of course.) 

Pupils in Observation-Practice School, Marr 804 

Pupils in Observation-Practice School, Martindale 210 

Grand Total 1319 

DETROIT NORMAL GRADUATES IN THE TEACHING FORCE 
JANUARY, 1916 

Elementary School Principals 100 

Normal Graduates who are Principals 30 

Per cent 30 

Total Number Grade Teachers 1456 

Number Normal Graduates in Force 730 

Per cent Normal Graduates, in teaching force 50 

Total Number Kindergarten Directors and Assistants 214 

Number Detroit Normal Graduates Directors and Assistants .... 194 

Percentage 90 



NORMAL TRAINING 



37 



OBSERVATION 

Regular and special observation accompanies the work in various 
subjects. 

PRACTICE 

Elementary: — 

Sophomores, ninety minutes daily for six weeks. 

Juniors, three afternoons a week for six weeks. 

Seniors, continuous all day practice for ten weeks. 
Kindergarten : — 

Freshmen, one morning a week for twenty weeks. 

Juniors, two mornings a week for sixteen weeks. 

NUMBER IN TEACHING STAFF, MARTINDALE AND MARR 
SCHOOLS 

Principals 2 

Supervising Teachers, Martindale 4 

Grade Principal 1 

Teachers 3 

Part-time Teachers 12 

Critic Teachers, Martindale and Marr 17 

Special Teacher 1 

Special Room 1 

Open Air Department 2 

Librarian and Assistant 2 

Clerk 1 

Total 46 




WASHINGTON CROSSING THE DELAWARE 
Picture-posing by fourth grade children, Marr School 



38 DEPARTMENTS OF INSTRUCTION 



ACADEMIC HIGH SCHOOLS 

There are now five high schools in operation in Detroit 
and three more in process of construction. The capacity 
of all eight will be 8752; their enrollment during the term 
ending June, 1915, was 8578. Of these schools, one, the 
Cass, is technical and commercial; the others are academic, 
though all offer courses in manual training, the household 
arts, and commerce. 

In one respect the high schools of Detroit are perhaps 
unique. The principals and the rank and file of the teach- 
ing force are entirely relieved of the drudgery of taking 
attendance, supervising tardiness, keeping records, and 
maintaining amicable relations with parents. These func- 
tions are performed by grade principals, each of whom 
presides over a study room in which from 100 to 300 pupils 
Hve, move, and have their being when they are not actually 
engaged in class room or laboratory. The result is an 
evenness of control that is unattainable if the supervision 
of a study hall is divided among several teachers. It is 
not to be supposed, however, that the usefulness of the 
grade principal ends here. Always being chosen, as they 
are, on account of superior scholarship, vigor, tact, and 
devotion — they impart to the schools a spirit and a tone 
which are not anywhere surpassed. 

A modification of the grade principal system which has 
been tried for the past two years in the Central and North- 
western High Schools has met with conspicuous success. 
Instead of being divided by grades these schools have been 
organized into houses, each house consisting of pupils of all 
grades. When a pupil enters high school, he is assigned to 
a house, and in this house he has his home as long as he is 
a member of the school. Grade principals thus have ample 
opportunity to know each pupil; the pupils of each house 
become acquainted; the older pupils develop their power 
of government and initiative by supervising the studies of 
the younger; the fact that the houses are evenly matched 
in number and in age produces a healthy intra-scholastic 
rivalry both in scholarship and in athletics; and the spirit 
thus engendered causes an atmosphere of democracy to take 
the place of the intolerable snobbery that is apt to charac- 
terize the conduct of certain kinds of high school students. 



HIGH SCHOOLS 



39 




FIRST HIGH SCHOOL, 1860 




CAPITAL HIGH SCHOOL, 1864 



40 DEPARTMENTS OF INSTRUCTION 

The houses are segregated as to sex. Class segregation 
has also been tried during the last two years. Opinion 
among teachers in those schools where it has been tried 
is almost unanimous in favor of the house plan of segrega- 
tion. A small majority, on the other hand, favor mixed 
classes. As a matter of fact, the schools in which class 
segregation has been tried have shown a marked improve- 
ment in the boys' scholarship. Its value is further con- 
firmed by the fact that its practical abandonment in the 
Northwestern High School has been followed by a rever- 
sion to the old unsatisfactory scholastic results as far as the 
boys are concerned. 

The fundamental principle on which the Detroit high 
schools have been managed may be described as a prudent 
radicalism or a progressive conservatism. It has been 
Festina lentc, "Safety First." 

"Be not the first by whom the new is tried, 
Nor yet the last to lay the old aside." 
The purpose is to convert the boys and girls of the city 
into healthy, wealthy, and wise citizens. To make them 
healthy, there are lunch rooms, playgrounds, plunges, gym- 
nasiums, and physical training; to make them wealthy, 
instruction is provided in commerce and in the manual arts ; 
to make them wise, the good old fashioned solid academic 
training of our fathers has been modified but by no means 
emasculated. In a broadly philosophical sense, the purpose 
is everywhere practical, but it is held that what is practical 
for one pupil may be the reverse for others. Accordingly, 
where there is material only for a cottage, a cottage is 
built; where the proper conditions exist for erecting a 
palace, the foundations of a palace are laid. Some pupils 
accordingly master bookkeeping and carpentry; others 
study Latin, Greek, and mathematics. 

The idea back of this is that bookkeeping is practical 
but that a trained mind is more practical still. While book- 
keeping prepares a person to earn his bread and butter in 
one definite way, the possessor of a trained mind has all the 
world before him where to choose his place of usefulness 
and Providence his guide. And with all this and in addi- 
tion to it, to learn to see life steadily and see it whole is 
always and everywhere more practical still. The teachers of 
the Detroit high schools are, therefore, not at all afraid that 
their pupils will become acquainted with too many good 



HIGH SCHOOLS 



41 




CAPITAL HIGH SCHOOL, 1880-1893 




CENTRAL HIGH SCHOOL, 1896 
Cass and Warren Avenues 



First Modern High School Building 



42 



DEPARTMENTS OF INSTRUCTION 




WESTERN HIGH SCHOOL, 1897 
Scotten Avenue near Baker Street 




EASTERN HIGH SCHOOL, 1901 
Boulevard and Mack Avenue 



HIGH SCHOOLS 



43 



books or become tainted with too much of that spiritual 
refinement which some people who pride themselves on their 
lack of education and some who boast of their excess of it 
are accustomed to decry as "culture." 









HIGH SCHOOL STATISTICS 




i 


II 




1 

3 
m 




6 


gin 


1 




W 


Cass 
Technical 


1908 


$351, 500 


$351,500 


Donated 


1000 


1304 


Brick 


Benjamin Comfort 


8:30 to 3:00 


Central 


1860 


$950,350 


$820,000 


$130,350 


1700 


3250 


Brick 


David Mackenzie 


8:30 to 3:00 


Eastern 


1901 


395,800 


370,800 


25,000 


850 


1836 


Brick 


J. Remsen 
Bishop. 


8:30 to 3:00 


North- 
eastern 


New 


538,186 


435,000 


103,186.82 


1200 


Bdg 


Brick 


Charles A. Novak 


8:30 to 3:00 


Northern 


New 


589,381 


465,000 


124,387.50 


1200 


Bdg 


Brick 


George G. Bechtel 


8:30 to 3:00 


North- 
western 

South- 
eastern 


1914 

New 


373,500 
389,000 


353,500 
360,000 


20,000 
29,000 


714 
1200 


972 
Bdg 


Brick 
Brick 


Edwin L. Miller. 
Joseph H. Corns 


8:30 to 3:00 
8:30to:3:00 


Western 


1897 


306,250 


298,250 


8,000 


888 


1216 


Brick 


William A. Morse 


8:30 to 3:00 



^31. 


1 


ii 


§m*Mi 


S;^ !&«-•* 





NORTHEASTERN HIGH SCHOOL, 1916 
Warren and Joseph Campau Avenues 



COMMERCIAL EDUCATION 45 



COMMERCIAL COURSES 

The Detroit High School of Commerce is housed for the 
present in the Cass Technical High School building. It was 
estabhshed to accommodate those pupils who are preparing 
to enter a commercial life. The courses of study are arranged 
with the idea of fitting for business conditions rather than 
preparing for college. Three courses of study are offered: 
A four-year course ; a three-year course ; and a two-year 
course. The students are encouraged to remain in school as 
long as possible. However, in order to help those who can- 
not comiplete the regular four-year course, both the three- 
year and the two-year courses are definitely arranged, and 
the students graduating from these are making satisfactory 
progress as employees in offices. 

Each academic high school is provided with business 
offices for the use of advanced students who represent 
different firms mentioned in the texts. These offices are 
equipped with adding machines, filing cabinets, and other 
off.ce devices usually found in actual work. The typewriting 
departments are provided with modern machines, there 
being 275 among the six high schools. 

All pupils electing commercial work must meet the same 
entrance requirements as for any other type of high school 
work. In similar fashion, the same number of hours' credit 
is required for graduation as in academic courses. To a 
large extent, commercial studies are elected in place of a 
modern language or one of the various sciences. It is esti- 
mated that about one-fourth of the pupils are taking some 
sort of commercial work. This means that in the city 
there are approximately 2500 students receiving more or 
less business training as a part of their high school work. 

One of the important features is the placing of students 
in positions as soon as they will have completed the regular 
course. Pupils are credited and marked, and a card record 
is kept of their Willingness, Initiative, Accuracy, Neatness, 
Personal Appearance, and RehabiKty. This gives the 
teacher an excellent knowledge of their fitness for particular 
positions. Before girls are placed in an office, the work 
required of them and the character of the establishment is 
carefully investigated. 

Central High School. CHARLES B. BOWERMAN. 

Cass High School. JAMES L. HOLTSCLAW. 



TECHNICAL EDUCATION 47 



CASS TECHNICAL HIGH SCHOOL 

The courses of study and the equipment at Cass Tech- 
nical High School are arranged to meet the needs of three 
general groups of students : the regular high school group ; 
the part-time continuation school; and the evening school. 
Students are admitted to the regular high school upon 
graduation from the eighth grade or on passing a satisfac- 
tory examination. On entering school, students may choose 
one of the following groups : 

(a) Mechanic Arts 

(b) Printing 

(c) Commercial (Detroit High School of Commerce) 

(d) General Science 

(e) Pharmacy 

Only a limited amount of elective work is allowed within 
these groups. 

In arranging the courses of study, the constant aim has 
been to make the work of each year a complete unit. For 
example, the course in mathematics is so organized that at 
the end of the first year all students understand the use of 
equations as applied to the solution of formulae. They know 
the relation of angles and the measurement of angles. They 
can measure ordinary areas and volumes and have a good 
working knowledge of ratio and proportion. 

The students completing the first year of school work 
are also able to read mechanical drawings to the extent of 
making stock orders from detailed blue prints. In the 
shops they have acquired enough mechanical judgment to 
comprehend ordinary construction problems. 

One hundred and sixty units are required for gradua- 
tion. Graduates are admitted to all the leading schools of 
technology. 



48 



DEPARTMENTS OF INSTRUCTION 



Students completing one or more years of school work 
are given certificate showing that they have completed the 
following work: 



SUBJECT 


COURSE 


SUBJECT 


COURSE 


English 




1 2 

1- 2 
1 2 
1 1 2 
1 ! 2 
1 ! 2 
1 2 


3 

i 

3 
3 
3 
3 


4 


5 
5 
5 

5 


6 
6 
6 

6 


Physics 

United States History . 
Pattern Making . . 
Applied Design . 
Industrial History . 
Commercial Geography 
Cabinet Making . . 




2 
2 
2 

2 


3 


Mathematics 
Mechanical Draw. 
Chemistry . 
Physical Training . 
Machine Shop . 
Printing 







The purpose in giving the above certificate is to aid 
the student in securing a position in which he can make use 
of his school training and to give the employer an oppor- 
tunity of knowing what to expect as a result of this 
training. 

A complete course of study may be obtained on applica- 
tion to the school. 



Cass Technical High School. 



E. G. ALLEN, 

Director Mechanical Department. 




ELECTRICAL TESTING LABORATORY 



JUNIOR HIGH SCHOOLS 



49 







i ■- ' 


^Swi i Ji^l!!iiil!l^HliK..;ll> 


'■"i 


•1 



CONDON JUNIOR HIGH SCHOOL 
Boulevard and Buchanan Street 



^^1 


19 






S H"lliiisii| 


i;:^ 





JOYCE JUNIOR HIGH SCHOOL 

Sylvester and Seneca Avenues 



50 DEPARTMENTS OF INSTRUCTION 



JUNIOR HIGH SCHOOLS 

The City of Detroit is definitely committed to the idea 
underlying the junior high school plan of reorganization. 
Naturally in a large city the establishment and extension of 
the six-six or six-three-three plan must be a gradual pro- 
cess. It must be a matter of growth, for the old system 
cannot at a single stroke be transformed into the new. A 
fair beginning has been made in Detroit. The junior high 
idea first found expression here in September, 1913, when 
two schools were organized, the George and the Norvell. 
Since that time two new buildings have been added, the 
Condon and the Joyce. At the present time three buildings 
are nearing completion, in which either six-year high 
schools or a modified form of the junior high school will be 
installed. 

The idea has been growing for ten years. Today it is 
so generally accepted by educators as scarcely to need elab- 
oration or defense. The basic principles seem to be well 
established and agreed upon. Consequently discussion of 
the proposition today centres around matters of detail, 
questions of administration, and courses of study. 

Three fairly well-defined types of the junior high school 
exist in Detroit: first, that type in which the academic 
courses predominate, as exemplified in the Joyce and Con- 
don schools ; second, the type in which industrial work finds 
its maximum apphcation, as in the Norvell School; and, 
third, that in which industrial and commercial subjects 
are given in parallel courses. The George School is an 
example of the last type. The particular type depends, 
of course, upon the needs and demands of the community 
in which the school is located. It is not unreasonable to 
expect that in the near future schools will be opened in 
which all three types of work — academic, commercial, and 
industrial — will be carried on side by side. 

The five courses of study prepared for the junior high 
schools, it is believed, will meet practically all the needs of 
pupils entering the seventh grade or first year of the junior 
high school. The academic courses — English course, Latin 
course and German course — are designed for those pupils 
who have a fair prospect of continuing their education 



JUNIOR HIGH SCHOOLS 



51 



through the senior high school. For those who must leave 
school early, either from financial necessity or for some 
other reason, the commercial and industrial courses are 
recommended. , 

Has the junior high school proved a success in Detroit? 
Unmistakably our experience indicates that practically all 
the advantages claimed for the system have been realized 
here. 

GEO. W. MURDOCH, 

'Principal. 

McMillan School. 

STATISTICS FOR THE YEAR 1914-1915 

Total number enrolled 878 

Average membership for the year 718 

Average daily attendance for the year 693 

Per cent of attendance on membership. • • ■ 96 . 5 

Same item for all schools — entire city 94 . 7 

Same item for four year high schools 96 . 

Same item for grammar grades 95.8 

Same item for primary grades 94 . 5 

Same item for kindergarten 91.0 

Number of pupils belonging at close 793 

Number of male teachers 15 

Number of female teachers 27 

Average number of pupils to the teacher based on 

average membership 19.9 

Same item for all schools 36.3 

Same item for four year high schools 21 .0 

Same item for grammar schools 36.3 

Same item for primary schools 45.6 

Same item for kindergartens 27 . 

Cost per capita including all current expenses except 

moneys invested in buildings $73 . 51 

Same item for all schools $41 . 90 

Same item for four year high schools 97 . 71 

Same item for grammar schools 44.20 

Same item for primary schools 30 . 84 

Same item for kindergartens 34 . 78 

ENROLLMENT BY GRADES 





Boys 


Girls 


Total 


Seventh Grade 


210 
179 
119 


171 
117 

82 


381 


Eighth Grade 


296 


Ninth Grade 


201 






Total 


508 


370 


878 







(For a detailed statement of aims, courses of study, 
syllabi, etc., see "Handbook of the Detroit Junior High 
Schools, pubhshed by the Board of Education, 1916 — 1917.") 



52 DEPARTMENTS OF INSTRUCTION 



ELEMENTARY SCHOOLS 

In the field of educational theory and practice, as well 
as in the matter of material equipment, an effort has been 
made to keep the Detroit elementary schools abreast of the 
best American school systems. A reasonable conservatism 
has prevented the acceptance in Detroit of various un- 
proved educational theories which at times have been widely 
exploited. Nevertheless, the educational forces of the city, 
as well as the public, are open minded and progressive, and 
are inclined to look with favor upon any innovation which 
has real worth. There is probably no other city in the 
country in which the spirit of investigation prevails so 
generally among the teachers or in which so many educa- 
tional problems of an interesting nature are being worked 
out. 

The trend in Detroit is strongly toward the completion 
of the elementary course at the end of the sixth grade. In 
consequence, the traditional subjects loom large in the cur- 
riculum. Through the work in educational measurement 
carried on by the Department of Educational Research, 
methods and results in arithmetic, speUing, and writing 
are being gradually standardized and reasonable objective 
standards of attainment are being set. 

During the year, as the product of the efforts of several 
committees of principals and teachers, new syllabi in Eng- 
lish geography, and arithmetic have been published. These 
courses reflect the latest and best in educational thought. 

In primary reading the mode of procedure in Detroit is 
somewhat unusual, in that a number of the widely known 
methods of teaching this subject are being used experi- 
mentally on a large scale. Those whose interests He in this 
direction may have an opportunity to visit primary classes 
in which reading is being taught by the Aldine, Story Hour, 
Progressive Road, Beacon, and Gordon methods. Each of 
these methods is being followed in at least ten schools. In 
other schools the methods taught in the Detroit Normal 
Training School prevail. 

The elementary curriculum is as broadly cultural as time 
and circumstances will permit. Nature study is emphasized 
in the daily program of the earliest grades. Literature, 
music, and art are given a generous share of the time. 



ELEMENTARY SCHOOLS 53 

Physical training is placed very prominently in the elemen- 
tary school schedule. In addition to the formal physical 
€xercises, provision is made for story plays, games, folk 
•dancing, and supervised playground sports, such as New- 
comb and soccer. 

A noteworthy feature of the elementary school instruc- 
tion is the use of the stereopticon in connection with the 
study of geography, history, and literature. With few ex- 
ceptions, each school has its stereopticon, dark room, and 
screen. The Board of Education owns a collection of over 
8000 slides, which may be drawn freely by teachers. These 
slides are arranged in sets and are carried to and from the 
schools by pupils, who are provided with car tickets by the 
Board. 

In the matter of organization the trend is decidedly in 
the direction of departmental teaching in the grammar 
grades, and the segregation of the seventh, eighth, and 
ninth grades as junior high schools. The adoption of the 
departmental plan of teaching is optional with principals. 
Over forty of them have arranged their schedules on this 
basis. Four junior high schools are now organized, and all 
signs point toward a steady increase in the number of 
schools of this type. Whether ultimately the six-six plan 
or the six-three-three plan shall prevail is a matter for 
future consideration. 

CHARLES L. SPAIN, 

Assistant Superintendent. 

-Room 7, 50 Broadway. 










FIRST FREE PUBLIC SCHOOL, 1838 



54 



DEPARTMENTS OF INSTRUCTION 



Enrollment by Grades, Excluding Transfers, 1914-15 



Kindergarten 

First Grade 

Second Grade 

Third Grade 

Fourth Grade 

Fifth Grade 

Sixth Grade 

Seventh Grade 

Eighth Grade 

Special Rooms 

Special Schools 

Ungraded Rooms 

Total Elementary Schools 



Boys Girls Total 



5,197 
7,141 
4,767 
4,507 
4,345 
3,673 
3,068 
2,257 
1,846 
229 
180 
1,015 



38,225 



5,124 

6,782 

4,354 

4,407 

4,094 

3,518 

2,868 

2,377 

1,831 

69 

841 

171 



36,436 



10,321 
13,923 
9,121 
8,914 
8,439 
7,191 
5,936 
4,634 
3,677 
298 
1,021 
1,186 



74,661 





Per Cent, and Total Enrollment in Each Grade. 






1st 


2nd 


3rd 


4th 


5th 


6th 


7th 


8th 


1915 


18.6 


12.2 


11.9 


11.3 


9.6 


7.9 


6.2 


4.9 







Time Schedule— Grades I— VIII 
Apportionment of Time — Total Minutes Per Week 



Grades Bl Al B2 



Language and 

Composition .... 175 
Reading and 

Phonics 550 

Spelling 

Arithmetic 

Geography 

History 

Physiology and 

Hygiene 30 

Nature 100 

Manual Work*.. . . 60 

Miscellaneous 150 

Opening Exercises 



Physical Training. . 50- 

Writing 75 

Drawing 60 

Music 60 

150 



175 



550 
50 



30 

100 

60 

100 

40 

50 

75 

60 

60 

150 



175 

450 

125 

90 



30 
100 
60 
35 
40 
50 
75 
60 
60 
150 



A2 B3 A3 4th 5th 6th 



175 

450 

125 

90 





60 


30 


30 


100 




60 




35 


50 


40 


40 


50 


50 


75 


75 


60 


60 


60 


60 


150 


150 



175 175 

375 350 

125 125 

250 250 



30 



35 
40 
50 
75 
60 
60 
150 



225 



250 



225 225 

150 150 

250; 250 

175 250 



40 

60 

40 
50 
75 
60 
60 
150 



50 

60 
65 
40 
50 
75 
60 
60 
125 



7th 8th 



270 300 300 

200 150 150 

150 150 150 

300 300 300 
250 300B 

300A 300 

50| 50 50 



90 90 

151 15 

40} 40 

50 50 

75 75 

60; 60 

60 60 



1251 100 100 



*This period may also be used for games in the First 
and Second Grades. The Manual Training period in the 
Fourth to Eighth Grades is not taken into account in the 
apportionment of time. 



ELEMENTARY SCHOOLS 



55 




PITCHER SCHOOL, 1871 




WINGERT SCHOOL, 19()(; 



58 DEPARTMENTS OF INSTRUCTION 

KINDERGARTENS 

Kindergartens were introduced into the Detroit schools 
in September, 1895. The people of Detroit are fond of the 
kindergarten, giving it hearty and substantial support. 
Their favor may, in all probability, be attributed, primarily, 
to the interest taken by their children in kindergarten work. 
The principals are very friendly to the kindergarten, count- 
ing it an indispensable part of their school organization. 
All save six of the ninety-two elementary schools have 
kindergartens and one is also maintained by the Board of 
Education in the Frankhn Street Settlement Building, mak- 
ing a total of ninety-three. In the spring and fall from 
twenty to thirty of these have two sets of children in attend- 
ance, one cared for in a morning and the other in an after- 
noon session. 

All elementary schools erected or remodeled since 1899 
are provided with rooms especially designed and set apart 
for the kindergarten. Until two years ago, large single 
attractive sunny rooms having lavatories, cloak rooms, and 
supply closets were built. In the newest schools, the kinder- 
garten unit consists of a comparatively large play room, a 
class room of moderate size, lavatories, cloak rooms, and 
supply closets. 

More than two-thirds of the kindergartens have morning 
sessions only, and the teachers of these take first and second 
grade classes one hour afternoons, four days a week, the 
work consisting in the main of games, stories, and handi- 
work. The fifth afternoon is devoted to visiting in the 
homes of the children. 

Enlarged materials have displaced the small traditional 
ones. The Hill kindergarten floor blocks, with which houses, 
trolley cars, etc., large enough for two or three children to 
move around in, may be built, have been supplied to a dozen 
or more kindergartens. In play and in the dramatization of 
stories these buildings serve advantageously as stage prop- 
erties, lending a pleasing touch of realism. 

The various kinds of hand work have long been for the 
kindergarten the preferred forms of expression; and, 
although the child of the kindergaten is in a period of 
idiomatic speech development, he is given little opportunity 
to express himself by means of language. We encourage 
our children to express thoughts and experiences which 
are interesting to them. If some child thinks of a new 



KINDERGARTEN 59 



game, instead of permitting him to move the children about, 
as he is hkely to do if left to pursue his own method, the 
teacher urges him to speak his directions. He finds his game 
succeeds only when his commands are understandable. 
Such an exercise furnishes an efficient motive for clear 
expression. 

Last spring's play festival took the form of a Mother 
Goose pageant. It was held at Navin Field. Four thousand 
kindergarten children, gay in tissue paper costumes and 
representing Mother Goose characters, marched past the 
reviewing stand, upon which were grouped Mother Goose 
and her attendant characters. The march over. Mother 
Goose and her flock left the stand and joined all the other 
children in dancing the Mother Goose dances and in singing 
the Mother Goose songs. Sixteen thousand spectators were 
in attendance. 

REGINA HELLER, 

Supervisor of Kindergarten and First and Second XJrades. 
Room lo, 50 Broadway. 

TABLE L 

Enrollment of names in the Kindergarten by years. 

Percent of 
Number Increase over Increase over 

Enrolled Preceding year Preceding year 

June, 1911 7679 

June, 1912 7897 200 2.6 

June, 1913 8735 838 10.6 

June, 1914 9680 945 10.8 

June, 1915 10321 641 6.6 

TABLE IL 
General Statistics for the Kindergarten for 1915. 

The year The Period 
ending June, from Sept. to 
1915 November 26, 
1915 

1. Number of different names enrolled 10321 8083 

2. Average membership for the year 5146 6440 

3. Average daily attendance for the year 4653 5951 

4. Percent of attendance on membership 91.0 92.3 

5. Number of pupils in membership at close of year 5172 

6. Number of teachers exclusive of Supervisor and 

Training School 190 207 

7. Average number of pupils to the teacher based 

on enrollment 54.3 39.0 

8. Average number of pupils to the teacher based 

on average membership 27.0 31.0 

9. Average number of pupils to the teacher based 

on average attendance 24.5 29.0 



^60 



DEPARTMENTS OF INSTRUCTION 







I If J PllllllllllillDI j '" 

!!!!!! iNiiiitiiiiiiiun \\l\\\ 

llllll fFIIIIIIIIIIIIIIIII llllli 
lllllll tR9iiiiriiiii*iiii iillll 
Ill8ii> Mill 

iiii .. (^ m mii' 



4* 



III I i Ml I i • Hi 



Ml 




MODELS BUILT WITH THE ENLARGED GIFTS 





KINDERGARTEN 


61 








^s^^^^^^^K^^J^^^B 


i 


1 


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^^BH^.^^s^^'%^' -'^^^^^hI^^^b 




DRAMATIZATION 

Hill Floor Blocks 



62 DEPARTMENTS OF INSTRUCTION 



EVENING SCHOOLS 

Fascinating by reason of its rapid growth and its tre- 
mendous social possibilities, continuation work in the even- 
ing schools presents some of the most interesting and virile 
features of our complex system. Detroit's industrial growth 
has brought with it big social and political problems. No 
city in the country has developed as rapidly, and this in- 
crease is largely due to immigration. To care properly for 
and develop these newcomers along American lines is a 
large civic problem. 

The work naturally divides itself into two sections: 

1. The elementary schools, teaching Enghsh and citizen- 
ship to foreigners, are primarily social and not a strictly 
educational problem. 

2. The evening high schools, five in number, prepare for 
commercial and industrial lines, as well as offering an oppor- 
tunity for further academic work. 

The most starthng feature of the evening schools of 
Detroit is their growth. In 1914 there was a September 
opening enrollment of 4,855. This showed an increase of 
twenty per cent over 1913. In 1915 at the same date, 9,906 
were taking work in elementary and high schools, an in- 
crease of more than one hundred per cent. 

This increase was due to the efforts of the Board of 
Education in connecting the evening school work with the 
Federal Government and the local employers of labor, 
through the Detroit Board of Commerce. The employers 
made it possible to secure a reasonably good general at- 
tendance by keeping records of the men in their employ 
and making working conditions such that the men could 
attend the evening classes regularly. 

The Federal Government, through the Bureau of Nat- 
uralization, offered its co-operation by taking the Detroit 
course in citizenship as equivalent to a recommendation for 
second naturalization papers. This course covers a half- 
hour period of one hundred nights and the successful stu- 
dent is then granted a "Citizenship Course Certificate." 
This recommendation is taken to a court and the necessary 
legal formalities are gone through with. 

The connecting link between the elementary and evening 
high school is formed by seventh and eighth grade classes, 
housed in the high schools and recruited by graduates of 
the evening elementary schools. These are regularly grad- 



EVENING SCHOOLS 



63 



uated each year and many continue their education by at- 
tending the high school evening sessions. 

The work in the evening high schools is largely technical, 
commercial, and mechanical. Courses have been so stand- 
ardized that a student can take the equivalent of a day 
school course in eight years. The completion of this work 
with a satisfactory grade entitles the student to enter any 
university of which the Detroit schools are on the accredited 
list. About two per cent graduate from the evening schools 
with the intention of continuing their education. The ten- 
dency has been to centralize all of the academic work at 
one of the big schools and develop the work in the other 
buildings along technical and commercial hnes. 

Most of the evening high school students are taking 
courses that will result in immediately increasing their 
economic capacity. 

FRANK CODY, 

Assistant Superintendent. 



EVENING HIGH SCHOOLS 



Cass Technical High 
Central High 



Eastern High 
Northwestern High 
Western High 



EVENING ELEMENTARY SCHOOLS 



Bishop 

Campbell 

Capron 

Chaney 

Dwyer 

Everett 



Ferry 

Franklin* 

George 

Greusel 

Logan 

McMillan 



Majeske 

Newberry 

Scripps 

Sill 

Trowbridge 



ENROLLMENT IN EVENING SCHOOLS 



Bishop 418 

Campbell 169 

Capron 

Chaney 

Dwyer 

Everett 224 

Ferry 

Franklin Street Set- 
tlement 

George 

Greusel 410 

Logan 

McMillan 286 



1914 1915 

380 
550 
109 
150 
393 
455 
160 

100 
350 

,196 
100 

575 



1914 1915 

Majeske 679 

Newberry 362 676 

Scripps 90 284 

Sill 220 

Trowbridge 210 661 

Total Elementary.2,169 7,028 

Cass Technical High 804 1,374 

Central High 906 1,098 

Eastern High 586 753 

Northwestern 164 

Western 390 422 

Total High 2,686 3,784 

Total Attendance.4,855 10,812 



*Franklin Street Settlement, Franklin and Dequindre Streets. 



64 DEPARTMENTS OF INSTRUCTION 



MEN'S CONTINUATION CLASSES 

Continuation classes at Cass Technical High School were 
organized in August, 1913. The object has not been to 
accommodate large numbers of students, but to study the 
problems and to organize courses of study that could be 
adjusted to meet the most exacting demands of the indust- 
tries. Classes for machinists, electrical workers, sheet 
metal workers, pattern makers, printers, pharmacists, office 
workers, and for those seeking an engineer's license are 
now being conducted. A special class for nurses will be 
formed in the near future. 

At the present time there are attending the various 
classes a total of 350 students representing forty-five dif- 
ferent firms. Thirty-seven students representing thirteen 
different firms were graduated in May, 1915. Attendance 
on these classes is entirely voluntary, but most of the 
students are receiving full pay for the one-half day a week 
spent in school. All students sign a joint contract between 
the school and their employers, agreeing to remain with the 
company and to continue school work for a period of not 
less than two years. Students are graduated as individuals. 
Their certificates of graduation state definitely the work 
each is qualified to do. 

From the beginning, the unique feature of the continua- 
tion work has been the desire of experienced workmen to 
attend school. One of the first large groups entering from 
a single factory consisted of fifteen men, most of whom 
were heads of departments or division foremen. Some of 
these men had had as much as fifteen years' experience as 
tradesmen. Among the reasons given by the men for want- 
ing to come to school were that they were in need of mathe- 
matics and mechanical drawing, and were required to make 
many machine adjustments which presumed a technical 
knowledge of their machines beyond that which they had 
been able to obtain in the shop. 

This experience has been repeated many times in the 
formation of new groups ; and, at the present writing, fully 
seventy-five per cent of the students are men of mature 
experience. One of the recent additions was a group of 
fifteen men representing the managing foremen of a factory 
employing almost a thousand men. These men were selected 



CONTINUATION CLASSES— MEN 



65 



after consultation with the school authorities, and after 
fully studying the work of groups already in the school. 

As a result of having these experienced men as students, 
several courses of study are now well outlined. These have 
met trade requirements very successfully. 

A direct result to the school from the continuation 
classes has been the establishment of more cordial relations 
with the foremen and experienced workmen in the various 
industries. Gradually prejudice against school training is 
giving away to the feeling that school is necessary. Fore- 
men who have been to school are anxious to have their 
apprentices attend and in selecting apprentices give prefer- 
ence to the individuals who have had special school work. 



E. G. ALLEN, 



Directo 



Cass Technical High School. 



^i : mm 






■ j^ 


3tl\^ M 





CLASS IN PHARMACY 



66 DEPARTMENTS OF INSTRUCTION 

GIRLS' CONTINUATION CLASSES 
Part Time Enrollment. 

There are in Detroit some 1200 girls of school age who 
have been excused from school attendance either to go to 
work or to help at home. About 200 of them, — principally 
those employed in stores and factories — are allowed to 
attend classes at the Cass Technical High School for four 
hours a week. There is no law requiring such attendance. 
Employers who are philanthropic or far-sighted enough to 
prefer intelligent employes, simply permit them to go to 
school one morning in the week without loss of wages. 
These girls are of course very poor and very ignorant. 
Though the new law requires that they shall have completed 
the sixth grade, there are still many of them who could not 
keep up with the fifth grade class in a public school. Most 
of them have no definite ideas about preparing for any kind 
of work. They are what is technically known as ''floaters," 
drifting from job to job for the sake of an extra fifty cents 
a week, a few of them even giving such reasons for leaving 
a place as "because they wouldn't let me set on the same 
bench with Esther;" "because they couldn't speak English 
good enough for me at that restaurant; they was Greeks, 
and whenever they tried to tell me where the clean towels 
was or anything, it put me all out of patience listening to 
'em and I quit;" "because I just got sick of looking at that 
floorwalker's gold teeth ;" "because that fellow jawed me 
for being late. I can't take nothing off nobody. No one in 
our family can't take nothing off nobody. My pa says it's 
because we're full-blooded Enghsh." 

Because of this "floating," the seasonal character of 
some kinds of work, and the fact that there are no set times 
when the majority of pupils enter the school, the personnel 
of the classes changes with every recitation. This con- 
tinual shifting, the irregular grading, the interval between 
recitations, the absence of any legal compulsion, and the 
type of pupils, make the teaching problem a very difficult 
one. The subjects taught are English, arithmetic, sales- 
manship, cooking, physical training, and hygiene. Besides 
successful experience in grade or normal teaching, the 
teachers have had either special training or experience in 
selling. In connection with the preparation of a course in 
salesmanship, three teachers worked in the afternoon for 



CONTINUATION CLASSES— GIRLS 67 

ten weeks as saleswomen in a large department store, at- 
tending the store meetings and conferring with depart- 
ment heads. The attitude of the co-operating firms has 
always been most cordial. The great need of the work is 
a law requiring the attendance at continuation schools of 
all employed children of school age, which would extend the 
advantages of the school to the unfortunate children who 
work for such employers as the rich and successful mer- 
chant who has enriched our records with the comment, 
^'Do you call it a free country where you try to force an 
education on kids that don't want to be educated? I tell 
you, education is going to be the ruin of America." 

ELIZABETH CLEVELAND. 

Director. 

Room 11, 50 Broadway. 



Miss Cleveland, 

Cass Technical Continuation School, 
City. 
Dear Madam: 

We wish to report the excellent work being accomplished 
by the Cass Technical Continuation School, We find the 
girls have shown a wonderful improvement in deportment, 
perform their duties more seriously, take a greater pride in 
their personal appearance, and have an ambition to better 
their condition. We believe your work is not only a benefit 
to them, but to us as well. 

Yours very truly, 

THE J. L. HUDSON COMPANY. 



These girls left school at fourteen to work as cash girls in Department Stores. 

While attending Continuation School, they wrote stories of their own 

lives after the model of Mary Antin's "Promised Land." 





Papa broke his leg, and while 
he was in the hospital my little 
brother was born. It was very 
hard for us then. Iwasnotquite 
thirteen, and I had to do all the 
work, pack my brother's lunch, 
dress my two sisters for school, 
and tend to Mamma. Frank was 
the only one at work, and he 
only earned $3.60 a week. Mamma 
cried and worried all day at home 
and Papa did the same thing- at 
the hospital. After he came 
home I got sick. The doctor 
1 overlifted myself. . . . 
greatest pleasure is goini 
Continuation School 



My father wanted us to c^me to 
.America. In every letter he said 
that .America is a very nice place 
for children, because education 
is free. My mother's father did 
not like it. He had a big farm 
and he was very rich. But my 
mother would go because the 
children could get education. 
The way to America is very far 
and hard, but it didn't seem hard 
to me. But 1 could only go to 
school for a vear after we got 
here. 




When they laid off all the 
Christmas help. I was among 
them, but after Christmas I went 
back and found my card on the 
rack, and 1 just thought. -Now, 
if thev haven't taken out my 
caid I'll just stay." So I rang my 
time in and started to work iu 
the office at tips. Nobody seemed 
to notice me and I just kept on. 
I am working for that firm ytt. 



I liked English, and was always 
at the head of my class when it 
came to telling stories or writ- 
ing compositions. I had made 
up my mind to go through high 
school, for I had hoped some day 
to be able to write books. Now, 
on account of my father's sick 
ness. 1 have had to give u)) all 
my hopes and look for work. 



I anxiously await the day on 
which I attend Continuation 
School. I take full advantage of 
all its pleasures from the mo 
ment I arrive till the hands of 
the clock turn too quickly to 
twelve. I enjoy the gymnasium 
and games immensely, because 
they make my whole body feel 
fresh and new. and 1 am ready 
for good selling at the store- 
I enjoy the salesmanship class. 
It enables me to do betterselling 
and give good suggestions. 
I This girl rose in two years 

from cash girl to head of her 

department.) 




I hoped that I could go to high 
school, but my father did not 
have the means to send me. My 
chums all go to high school, 
which makes me feel worse. I 
hope that my brothers and sis- 
ters will have the chance though 
I have not. I have eight broth- 
ers and sisters younger than my- 
self and I am fifteen years old. 
so I had to go to work and help 
support them, but my help, I 
think, is not much. 



CONTINUATION CLASSES— GIRLS 






CLASS IN SALESMANSHIP 




CLASS IN DRESSMAKING 



70 DEPARTMENTS OF INSTRUCTION 



VACATION SCHOOLS 

Summer sessions of both elementary and high schools, 
organized in 1912, have followed the same general lines of 
development that have characterized this work in other 
cities with problems similar to those of Detroit. The ele- 
mentary schools started with an enrollment of 400 and last 
summer cared for 1523, an increase of almost four hundred 
per cent during their four years of existence. The high 
school started with 228 and increased to 687, an increase of 
three hundred per cent in this period. 

The general policy has been to care only for delinquents 
at the summer sessions, to enable them to keep up with 
their grades during the regular session. Two elementary 
schools have been established, one on the east and one on 
the west side of the city; and here the sixth, seventh, and 
eighth grades are cared for. Cass Technical High has been 
the only high school opened up to the present time, but 
future plans include the centralizing of vocational and in- 
dustrial courses in this school and the opening of a purely 
academic school in another portion of the city. 

These sessions are yearly becoming more popular with 
both parents and children. The necessity of expansion, 
especially in the elementary grades, can readily be 
seen. This increased demand will probably be met by the 
addition of a west and east side school and a second high 
school. 

Industrial work in the elementary schools is also sure 
to expand. Limited appropriations have made this impos- 
sible in the past, but the increasing demand for manual 
training and cooking cannot be ignored much longer. 

Credit is no longer given to students by the heads of the 
vacation schools. Those who have taken courses are recom- 
mended to their respective schools, but it is not necessary 
that this recommendation be acted upon. Each school can 
re-examine a student upon the subjects covered. This places 
the vacation schools in a position subordinate to the regular 
schools. 

A recommendation from the principal of a regular school 
is necessary to admit a student to the summer courses. 
In general these recommendations are issued only to delin- 



VACATION SCHOOLS 



71 



quents. If there is room, students desiring to gain time 
are given the opportunity of so doing. 

The sesion extends over eight school weeks, with after- 
noon instruction ehminated in the high school. 

The cost of instruction in the elementary schools aver- 
ages a little more than $2.50 per pupil, but this is greatly 
increased in the high school. There the student cost is 
slightly more than $18.00. The administrative expenses 
in the high school are much greater and the classes are 
smaller in proportion. The average class is about 19. The 
smallness of sections is necessary to permit successful inten- 
sive instruction and personal supervision. 

The average class in the elementary schools is about 50, 
which corresponds with the size of the regular classes for 
these grades. 



Room 7, 50 Broadway. 



FRANK CODY, 

Assistant Superintendent. 



SUMMER SESSIONS— ELEMENTARY SCHOOLS 



Years 


Terms Year 

i 


Cost 


Number 
of Pupils 


Per Cap. 
Cost 


Men 
Teachers 


Women 
Teachers 


1912 
1913 
1914 
1915 


8 weeks 
8 weeks 
8 weeks 
8 weeks 


1 
2 
2 

4 


$1139.00 
2189.50 
2440.00 
4847.00 


400 

662 
1060 
1523 


$2.84 

3.30 
2.30 
3.18 


9 
17 
19 

38 


50 
44 
62 
45 





SUMMER SESSIONS— HIGH SCHOOLS 




1912 


8 weeks 


1 


$4453.34 


228 


$19.53 


15 


16 


1913 


8 weeks 


1 


5708.66 


281 


20.31 


20 


15 


1914 


8 weeks 


1 


6978.00 


382 


18.26 


17 


24 


1915 


8 weeks 


1 


11,622.70 


687 


16.91 


35 


20 




72 DEPARTMENTS OF INSTRUCTION 

OPEN AIR SCHOOLS 

The open air classes at the Russell and Marr Schools 
care for anaemic children and incipient cases of tubercu- 
losis. Open cases of tuberculosis are cared for at the Her- 
man Kiefer Hospital School. The last school is maintained 
by the Board of Health, but the Board of Education pro- 
vides the teacher and the school supplies. 

Assignments to all departments of the open air schools 
are made through the Board of Health. Candidates for 
enrollment are subjected to a rigid medical examination. 
Names of ehgible pupils are sent to the Board of Education 
by the Health Department, and then placed on the waiting 
list until they can be assigned to an open air class. 

The first open air school was organized in September, 
1912, by the Detroit Tuberculosis Society. The school was 
named the Nellie Leland Open Air School in honor of the 
daughter of Mr. Frank B. Leland (the donor). The Board 
of Education provided the teacher and school supplies, the 
Society the equipment and lunch expenses, and the Board 
of Health the nurse and physician for the medical care. 

In September, 1914, the Board of Education took entire 
charge of the maintenance of open air schools, except the 
medical care, which is still furnished by the Board of 
Health. The Nellie Leland building was abandoned in June, 
1915, on account of the great number of repairs necessary, 
and the equipment moved to the Marr School. The classes 
were reorganized in September, 1915, and now accommodate 
sixty children, with two teachers in charge. 

The Russell Open Air School was opened in October, 
1914, and cares for sixty children. 

Each school is situated on the roof of the grammar school 
of the same name. The floor plans and equipment are prac- 
tically the same. Two school rooms, two cot or rest rooms, 
two lavatories, a kitchen, dining room, clinic room, play 
room, and elevator are contained in each. The school rooms 
are equipped with Moulthrop movable and adjustable chairs. 
The extra clothing consists of an Arctic Sitting Out Bag 
with cape attached and warm gloves. The children wear 
their own caps. 

Individual cots and woolen blankets make up the rest 
room equipment. 

White enameled ware and aluminum are used for dining 
and kitchen equipment. The older children help in serving 



OPEN AIR SCHOOLS 



73 



the meals. The Board of Health have had prepared thirty 
menus for use in open air schools. 

The regular courses of study are pursued in all open air 
classes. Transportation is provided by the Board of Edu- 
cation. 

Daily Program. 

-Temperature and pulse taken. 

-Academic work. 

-Baths and classes on alternate days. 

-Lunch. 

-Academic work broken by folk dancing or 

out-door play. 
-Dinner. 

-Toothbrush drill and recreation. 
-Rest hour. 
-Academic work. 
-Temperature and pulse taken. 
-Lunch. 
-Dismissal. 

The Medical Inspector visits the school one morning each 
week and inspects the children. 

FRANK CODY. 

Assistant Superintendent. 



9:00 A. 


M. 


9:15 A. 


M. 


9:35 A. 


M. 


10:05 A. 


M. 


10:20 A. 


M. 


12:30 P. 


M.- 


1:00 P. 


M.- 


1:30 P. 


M.- 


2:30 P. 


M. 


3:15 P. 


M. 


3:30 P. 


M.- 


3:45 P. 


M. 



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HERMAN KIEFER HOSPITAL SCHOOL 



DEPARTMENTS OF INSTRUCTION 



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STUDY PERIOD 




REST PERIOD 

OPEN AIR SCHOOLS 



PREVOCATIONAL 



75 



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PREVOCATIONAL CLASSES 



76 DEPARTMENTS OF INSTRUCTION 

SPECIAL CLASSES FOR SUBNORMAL 
CHILDREN 

Classes are situated at the following schools: 

Alger Lincoln Potter 

Amos McKinley Rose 

Bellevue Majeske Russell 

Brownson Marr Scripps 

Gary Maybury Sill 

Clippert Morley Smith 

Everett Mumford Washington (2) 

Franklin Nichols Wilkins 

Ives Parke 

Prevocational classes for boys are located at the Cary, 
the Newberry, and the Russell schools; prevocational class 
for girls, at the Lincoln. 

The first special class was organized at the Russell 
School in February, 1903, with fifteen pupils enrolled. 
The children were thought merely backward and it was 
expected that, with the individual help thus afforded, they 
would be rapidly transferred back to their regular classes. 
We now know that the large majority were feeble-minded 
and forever unable to cope with normal children. The special 
classes consist mostly of feeble-minded children. Addi- 
tional classes have been organized from time to time until, 
in January, 1916, there are 27 special classes and four pre- 
vocational classes, enrolling 676 children and employing 
thirty-four teachers. 

Teachers are selected from the regular corps, after 
having had special training for teaching subnormals. 

Special classes enroll to a maximum of twenty chil- 
dren between the ages of six and fourteen. The children 
are assigned to the class through the psychological cHnic. 
They must show a mental retardation of two years, below 
the age of nine, or three years above the age of nine, and 
must also be pedagogically retarded. They are classified 
as feebleminded or doubtful cases of feeblemindedness, 
needing observation and study. 

Prevocation classes enroll children over fourteen years 
of age who are thought definitely to be feebleminded. The 
sexes are segregated. The Russell, Cary, and Newberry 
classes are for boys; the Lincoln, for girls. The children 
come largely from special classes or through the psycho- 
logical clinic. 



CLASSES FOR SUBNORMAL CHILDREN 



77 



Regular courses of study are not followed in any of 
these classes. Handwork of various kinds, such as bas- 
ketry, sewing, loom-weaving, bead work, or leather work 
has a prominent place on the program. In the prevoca- 
tional classes, one-third of the time is given to academic 
work; one-third to manual work; and one third to study, 
physical training, athletics, folk dancing, singing, etc. 
Manual work in the prevocational classes consists of rug 
weaving, cocoa mat making, shoe cobbling, chair caning, 
and wood work for the boys; and dress making, millinery, 
art needlework, basketry, and cooking for the girls. The 
girls prepare their own luncheon daily. 

Courses of study for special and prevocational classes 
are now being prepared by the department. 

All day sessions, from 8:45 A. M. to 2:30 P. M. are 
held. One-half hour is allowed for luncheon. Teachers 
are in charge throughout the entire session. 

Transportation is furnished indigent pupils, if they 
live more than ten blocks from the school. 



FRANK CODY. 

Assistant Superintendent. 



Room 7. 


".0 Broadway. 






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SPECIAL CLASS 



DEPARTMENTS OF INSTRUCTION 



SPECIAL PREPARATORY CLASSES 
FOR GIRLS 

The opening of the special classes for girls in connection 
with the work of the Girls' Continuation School brought out 
a number of inquiries from principals and teachers as to 
what form of special work would be appropriate for girls 
who, for reasons other than mental deficiency, had fallen 
behind grade, and were likely to leave school because they 
felt out of place among the younger children. In response 
to this suggestion two special classes were opened at the 
Burton School in January, 1914. Girls over fourteen and 
above the fifth grade were admitted, and the number in one 
class was limited to 25. There are now six such classes, 
four at the Burton and two at the Thirkell School. 

The aim of the work is to bring the pupils up to grade, 
or at least to hold them in school for a longer time, by 
placing them in classes together, by adapting the teaching 
to their age, and by concentrating on fundamentals, particu- 
larly English. In planning the English work, an eflfort has 
been made to emphasize power gained rather than ground 
covered. The teachers, who are selected from experienced 
first assistants in the grade schools, are not required to 
cover any set courses. They work for the following specific 
points : 

(a) The power of oral expression. 

(b) The power to write compositions which shall be 
legible, correct in form, and reasonably well expressed. 

(c) The power to read, including : 

(1) The power to appreciate and interpret. 

(2) The power to memorize. 

(3) The power of independent study. 

In working for these points, the teachers may use text 
books in history, geography, literature, or hygiene to teach 
pupils to get the thought from a text, to work on indi- 
vidual assignments and report, to reproduce, discuss, and 
criticise. 

Instruction is also given in arithmetic, physical training, 
and cooking. The cooking lesson is given at the noon hour, 
and includes the preparation by one class of lunch for the 
whole group. The class is divided into committees, each 



SPECIAL PREPARATORY CLASSES FOR GIRLS 



79 



having charge of a particular piece of work, and each super- 
vised by its own chairman. The work is so planned that by 
the close of the semester each girl has had an opportunity 
to act as chairman, and to serve on each committee. 

Most of the girls are induced to enter high school, their 
special training having saved them sometimes as much as 
three terms. Of the last class of 24, 19 entered high 
schools, and at the end of the first semester, 13 were re- 
ported as satisfactory in every subject, and four more in all 
but one. One was generally unsatisfactory, and one left 
on account of illness. Of course the small number in classes 
and the excellence of the teachers are important factors, 
but the stressing of the developing of power rather than the 
covering of subject matter, the teaching of every subject as 
English, in a way to give constant practice in expression, 
and the careful attention to each pupil, which includes a 
knowledge of her physical condition, her home life, and her 
plans for the future, are the main reasons for the success 
of this work. 



Room 11, 50 Broadway. 



ELIZABETH CLEVELAND. 

Director. 




iffiL 



A HIGH SCHOOL CARTOON 



80 DEPARTMENTS OF INSTRUCTION 



SCHOOL FOR CRIPPLED 
CHILDREN 

In January, 1910, the Board of Education organized the 
School for Crippled Children. Free transportation is now 
provided by the use of the city police patrols, which gather 
the children each morning and return them to their homes in 
the afternoon. The opening enrollment was sixteen children,, 
and a room was set aside for their use in the Harris School. 
A teacher was placed in charge to give individual instruc- 
tion to pupils ranging in age from six to fourteen years. In 
September, 1910, the school was transferred to the Clinton 
Schol building, the lower floor of which had been remodeled 
for the use of this department. An outside elevator had 
been added, and a kitchen, dining-room, rest rooms, and 
lavatories provided. Two class rooms were opened, as the 
school had an average number of twenty-five belonging dur- 
ing the entire year. 

When the work was organized, only half-day sessions 
were held, but in November, 1910, a new plan was adopted, 
that of serving a warm luncheon at noon, thereby enabling^ 
the children to remain all day at school. A matron was 
provided to prepare this luncheon, to serve milk and wafers, 
at ten o'clock each day, and to assist the children to and 
from the carriages. 

In September, 1914, the enrollment of the school had 
increased to such an extent that it was necessary to open 
a third room and provide another teacher. 

Today the school, with its present equipment, has 
reached its capacity. We have an enrollment of seventy- 
one pupils, and in addition a number have been placed on 
a waiting list until such a time as there shall be room to 
accommodate them. A more modern building with sufficient 
room and equipment to carry on the different phases of the 
work in the most satisfactory manner is needed. At the 
present time, the facilities of our regular high schools will 
not permit such pupils as are graduated from this school 
to continue their work, and we earnestly hope that, in the 
event of our having a new building, we may be able to 
estabhsh a trade school where these older pupils may learn 
a trade by which they can support themselves in later years. 



SCHOOL FOR CRIPPLED CHILDREN 



81 



The courses of study in this school vary but little from 
those in any public school in the city, special instruction, 
however, being given in handwork. This work includes rug 
weaving, basketry, knitting, and crocheting for the older 
pupils; and for the younger special attention is given to 
weaving and cutting, which call for training of the hand 
and eye. 

Any crippled child six years of age is eligible to mem- 
bership in the school. All applicants for admission must be 
examined by the cripplel school doctor — an orthopedic sur- 
geon who is appointed by the Board of Health — and are 
admitted at his discretion. Mentally defective pupils and 
essentially surgical cases are excluded. 

In order to be graduated from the school, pupils are 
required to pass the regular examinations for admission to 
high schools. 

ISABEL BALFOUR, 

Director. 
Clinton School. 



i 


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1 






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TRANSPORTATION OF CRIPPLED CHILDREN 



DEPARTMENTS OF INSTRUCTION 



CLASS OF CRIPPLED CHILDREN AT WORK. 




BASKETRY FOR SUBNORMAL CHILDREN 



SCHOOL FOR BLIND 



83 




TOUCH SYSTEM FOR THE BLIND 




MANUAL TRAINING FOR THE BLIND 



84 DEPARTMENTS OF INSTRUCTION 



SCHOOL FOR BLIND 

A Class for the Blind was established in January, 1912, 
with an enrollment of six children. The total enrollment 
has increased to thirty-eight, while the class at present has 
twenty-four members. This number consists of all ages 
from six to eighteen years and comprises many different 
grades. 

The pupils recite, not to the special teacher, but to the 
teacher of the grade in which they belong. After teaching 
the reading and writing of the Braille, the special teacher 
acts as a kind of referee for the child. All work written 
in Braille by the pupils is copied by her and then sent 
to the regular teacher to be rated exactly the same as that 
of other children. 

It has become necessary to extend this plan of educat- 
ing the blind in the public schools so as to include the 
partially blind. There are constantly referred to this de- 
partment children who see too well to need to learn to 
read the Braille by the sense of touch; yet whose sight 
is so impaired as to make it impossible for them to con- 
tinue work in the regular grades without individual help. 
In September, 1915, a Myope Class was accordingly estab- 
lished at the Franklin School with a membership of five 
children having various degrees of defective sight. The 
number has increased to eleven- The salient features of this 
class are: 

1. The pupils are not taught the Braille. 

2. They are not allowed to read the regular text books. 
Special large clear type is substituted. 

3. Much of the written work is done on the blackboard, 
and all chalk lines are broad and heavy. 

4. A large room with ideal lighting conditions and 
ample blackboard space is necessary. 

The pupils of both classes have cooking, sewing, and 
manual training; in fact, they do everything that is done 
in the regular grades with the exception of drawing and 
penmanship. Several are taking a course in typewriting. 

The use of some of the Montessori didactic apparatus 
has been a great benefit to the smaller pupils. 



SCHOOL FOR INSTRUCTION 



85 



Previous to the establishment of this department, 
school had meant little or nothing to many who now are 
making good progress. Two blind pupils are expecting to 
be ready to enter the high school next September. 

Since these classes, in order to accomplish good work, 
must be small, better results will be obtained in the future 
when the classes have been separated and additional help 
provided. Then more time can be given to industrial work, 
— a most important feature for the blind child. 



Franklin School. 



FANNY S. FLETCHER. 

Teacher in Charge. 





s 



BLIND CHILDREN USING MONTESSORI MATERIAL 



86 DEPARTMENTS OF INSTRUCTION 



DAY SCHOOL FOR DEAF 

The Detroit Oral Day School for the Deaf was estab- 
hshed by the Board of Education in 1900, in accordance 
with the legislative act of 1899, which provided for the 
establishment and maintenance of such schools through- 
out the State of Michigan. The school is supported by 
the State and the City, the State contributing $150.00 per 
child for each 180 days of attendance. As the name implies, 
it is a day school, which offers to the deaf child an education 
and at the same time enables him to remain at home. Pupils 
of three years of age are eligible. Early training is val- 
uable to the deaf child in acquiring a pleasing voice and 
the habit of speech. 

The aim of the school is to give the pupils, through 
speech and lip reading, an education which will fit them 
to become useful members of society. This school pro- 
vides not only for the totally deaf, but also for the hard of 
hearing pupils who are frequently found working under 
great strain in the hearing schools. Often they are classed 
as mentally dull or even deficient. For these children the 
training in lip reading is of inestimable value. 

Special supplies are furnished, such as mirrors, toys, 
etc., for the development of speech and language. 

The course of study follows that of the elementary 
schools. Special attention is given to language, both oral 
and written. Unrestricted movements of the body are 
secured through the development of the rhythmic sense. 
This serves as an outlet for physical expression, as in Folk 
Dancing. Every pupil is given training in the manual arts. 
The boys are taught mechanical drawing and design, the 
practical application of which is developed in woodwork. 
The girls have training in cooking and hand and machine 
sewing. Through all these activities accuracy and self reli- 
ance are developed and the pupil comes to assume a respon- 
sible part in home life. 

The wages of former pupils range from five to thirty 
dollars per week. The choice of occupations is similar to 
that of hearing people. 

Our present enrollment exceeds one hundred, and the 
faculty numbers eleven. Oral teaching of the deaf being 
recognized as special work, the teachers must receive spe- 



SCHOOL FOR DEAF 



87 



cial training in addition to their general preparation. A nor- 
mal training department for teachers of the deaf has been 
established in connection with this school. Graduates are 
employed throughout the various states. 



GERTRUDE VAN ADESTINE, 



Houghton School. 



Principal. 



1 — . i^:.ii 




•>i 



RHYTHM 




BREATH CONTROL 



88 



DEPARTMENTS OF INSTRUCTION 



CLASSES IN SPEECH 


CORRECTION 




A. M. 


P. M. 


Monday 


Pitcher School 


Wilkins School 




Pingree " 


Harris " 




Gilles 


Gillies 




Russell " 


Russell 


Tuesday 


Fairbanks School 


Jefferson School 




Hilliger 


Farrand " 




Columbian 




Wednesday 


Columbian School 

Alger 

Wilkins School 


Alger School 


Thursday 


Jefferson School 




Harris " 


Pingree " 




Gillies 


Gillies 




Russell 


Russell 


Friday 


Fairbanks School 


Fairbanks School 




Farrand " 


Hilliger 




Columbian " 


Columbian " 




Alger 


Alger 



The Department for the Correction of Speech Imperfec- 
tions was introduced into the Detroit public schools in Sep- 
tember, 1910. The system used for the correction of stam- 
mering is that perfected by Mr. Frank A. Reed, of Detroit, 
Mich. He believed that, with wise and judicious training, 
those handicapped by stammering speech could be entirely 
cured, if the work was begun in childhood when the speech 
habits were being formed. After his death, Mrs. Reed 
trained two teachers in the use of the system to work in the 
public schools, as a memorial to her husband. 

In September, 1910, two centers were estabhshed; now 
there are twelve classes. Each class is visited twice a week, 
when class and individual instruction are given. Normal 
children from neighboring schools with good hearing work 
in these classes for two half-days each week. The rest of 
the time is spent in regular grade work. In the classes for 
defective speech we place children who lisp, burr, slur, or 
nasalize, baby talkers of eight or nine years of age, those 
who lack voice, those who have a slovenly articulation, and 
those who habitually substitute one articulation for an- 
other. In the classes for stammerers, we enroll silent stam- 
merers and children who have a spasmodic hesitation, stut- 
ter, or stammer. 

Children who lack control of the speech organs have poor 
control over the muscles which govern the other organs of 
the body; their respiration is spasmodic and tense; there 
appears a convulsive action of the chest, diaphragm, throat, 



SPEECH CORRECTION 



and head ; their emotions are uncontrolled, a spasmodic fear 
subdues the will, voice fails, and the whole body may become 
convulsed and contorted. Our system provides a corrective 
physical training, corrective vocal drills to render the pro- 
duction of voice and articulation easy, a stimulation of the 
will power, and exercises to secure a co-ordinate action of 
the body and brain. The whole system is a progression 
towards self-confidence and self-control. 
CLARA B. STODDARD, 

Department of Speech Correction. 

Fairbanks School. 




A COMMON TYPE OF JAW AMONG CHILDREN HAVING 
DEFECTIVE SPEECH 



90 



DEPARTMENTS OF INSTRUCTION 




TEACHING BREATHING, AND PRODUCTION OF VOICE ON 
THE OUTGOING BREATH 




TEACHING CONTROL OF FACIAL MUSCLES 



SPEECH CORRECTION 




TEACHING "WIDE-OPEN THROAT" BY MEANS OF MIRRORS 



92 DEPARTMENTS OF INSTRUCTION 



TRADE DRESSMAKING 
DEPARTMENT 

The records made for the Vocational Guidance Depart- 
ment in 1913 showed that a considerable number of girls 
had left school to work as dressmakers' apprentices. The 
apprentice method of learning dressmaking is a costly one 
for the learner. Her training being a secondary considera- 
tion, she is usually kept for an unreasonable time running 
errands, putting on buttons, or pulling out bastings, and 
is expected to absorb the art of cutting and fitting from the 
general atmosphere. As many girls who did not wish to 
attend academic high schools were affected by the enforcing 
of the law requiring them to attend school until they were 
sixteen, even though they had been "graduated" from the 
eighth grade, it seemed an excellent time to form a trade 
class. Accordingly in October, 1914, a trade dressmaking 
class was organized and placed in charge of a dressmaker 
of ability and experience in training girls both in her own 
establishment in Detroit and in one of the largest business 
houses in Chicago. 

This trade dressmaking class is held at the Burton 
school. The work includes the making of lingerie and 
tailored waists, cotton, silk, and cloth dresses, simple street 
suits, and evening gowns and wraps. Girls who are not 
proficient enough to begin this work are given an elementary 
course in plain sewing. In order to give experience in actual 
trade work a limited amount of custom work is done by 
advanced pupils. 

Besides the dressmaker and her assistants there is in 
executive charge of the department a trained and experi- 
enced teacher, who has classes in English, design, and 
physical training. A period is set aside for the reading aloud 
of a good novel, the pupils doing hand sewing at this time. 
The executive head of the department, besides taking charge 
of these classes, plans the courses with the dressmaker, 
keeps track of weekly and monthly progress, arranges the 
fittings, and supervises each girl, directing her toward the 
line of work for which she seems best fitted. The pupils of 
this department have no difficulty in securing positions, 
even before they have completed the course. 

ELIZABETH CLEVELAND, 

THrectoT. 
Room 11, 50 Broadway. 



TRADE SCHOOLS 



93 





This evening dress was designed and 
made by a girl in the Advanced Depait- 
ment after 14 months' work. It is 
made of white pompadour silk with 
chiffon and bead trimming. 



Mata. 14 years old, made this blue 
serge Peter Thompson from a com- 
merc'al pattern after four months' 
work. The material cost about $4.00 
and the dress represents40 hours' work. 





The girls in the Elementary De- 
partment make attractive kimonos 
and bathrobes. This one is made of 
pink cotton crepe trimmed with ribbon 
and French knots. 



A seventeen-year old girl, who has 
had two years at Central High School, 
made this attractive plaid silk after- 
noon dress after six months' work. 
The design is adapted from "Vogue." 



94 DEPARTMENTS OF INSTRUCTION 



SPECIAL ADVANCED CLASS 

Until this year, our only method of dealing with pupils 
of exceptional intelligence has been to place them arbi- 
trarily in higher classes. This is a disadvantage to the 
pupils, both in forcing them to associate with older children, 
and in "skipping" and "making up" material rather than 
providing more material and covering it more rapidly. It is 
more difficult to get together a class of this sort than a 
backward class, as teachers are less willing to part with 
their bright pupils, arguing that they do not need special 
attention, or that the chief end of their school existence is 
to furnish "inspiration" to their slower comrades. But it is 
of course an obvious injury to a child to keep him at work 
that is so easy for him that he never learns really to apply 
himself. Morever it is a serious waste of the very material 
that might be of the greatest service to the community. 

With the aim of giving some of these children the special 
attention they need, a class of seventh and eighth grade 
children of exceptional proficiency was organized this year 
at the Thirkell School. The aim is not to hurry the children 
through school by covering ground more rapidly, but to give 
fuller, richer courses. While the Special Preparatory classes 
omit almost everything but the "three R's," these "super- 
normal" classes give particular attention to the "special 
subjects" and are also allowed to begin Latin and algebra. 
The pupils themselves greatly appreciate the relief of going 
forward at their own rate. One little girl, who happened 
to be the only one in the class who had already been taught 
a process in arithmetic which had to be given for the others, 
remarked: "It took them more than a week in the other 
school to get what these children learned in this one lesson. 
I nearly died." 

ELIZABETH CLEVELAND, 

Director. 

Room 11, 50 Broadway. 



PARKING STATION IN CADILLAC SQUARE 



95 



III 




Hotel Pontchartrain 



Dime Bank Building 



City Hall 
Campus Martius 



96 DEPARTMENTS OF INSTRUCTION 

ATHLETIC ASSOCIATIONS 

Detroit High Schools 

Since the Fall of 1913, the athletic policy of the Detroit 
high schools has been outlined by a Supervisor of Athletics, 
in whose hands was placed at that time the responsibility 
for the scheduling of the games, the financing of the various 
sports, and the elimination of the friction and indebtedness 
which existed in most of the high schools. 

The authority of the Supervisor has been advisory, even 
as to the schedules and finances. In some schools, this has 
worked out very satisfactorily. In others, while the general 
situation is much better than it was three years ago, this 
restriction of authority has hampered the work. 

No solution is offered for the difficulies which arise from 
an advisory supervision. Any other form would doubtless 
be a complete failure under the existing conditions in the 
Detroit high schools. In certain schools, no marked in- 
crease can be expected in the number of boys engaging in 
outdoors sports. In the same way, certain high schools will 
probably always have weaker teams than others, though 
none of the Detroit high schools are too small to meet the 
other Detroit schools on terms of equality in every branch 
of sport. 

Marked improvement has resulted from the unification, 
in the close competition which has resulted in the minor 
sports, the substantial increase in the number of teams and 
the number of boys participating in the majority of the 
high schools, the increasing ability of every school to finance 
its athletics without assistance, the good feeling which has 
grown up among the high schools, and the increasing public 
interest in high school athletics. 

The past year has been exceptionally successful. Detroit 
schools have carried off state championships in practically 
all branches of sport, have largely increased the number 
participating in athletics, have inaugurated and maintained 
several new sports, and in football have developed perhaps 
the best high school team in the country. 



Room 11. 50 Broadway. 



DARREL H. DAVIS, 

Supervisor. 



98 DEPARTMENTS OF INSTRUCTION 



DEPARTMENT OF PHYSICAL 
EDUCATION 

After a year's investigation of the natural play activi- 
ties of the school children of Detroit, it is the belief of the 
Physical Education Department that, without organized 
effort to bring physical activity to every child every day 
of his life, games and athletics will soon be obsolete. 
Originally the parent taught self-preservation to the young 
by means of play. Since this necessity has been removed 
by modern conditions, the parent has refused this responsi- 
bility. This makes it necessary to put forth great organized 
effort to foster play instinct, to keep alive impulses, and to 
create an interest in a healthy body, in order to prevent 
racial decay. 

To meet these conditions in Detroit we give daily train- 
ing for posture and muscular control. By means of an 
entirely different line of work we are developing the physi- 
cal ability of the children in its broadest meaning, not by 
specializing or overtraining, but by creating interest and 
developing ability in games, athletic events, and stunts that 
have lived through many generations and are now neglected 
or forgotten. At the same time we are giving education 
in the qualities of leadership, self-control, independence, and 
good judgment, which can be developed under such a system 
of organized self-activities to far greater advantage than 
in the schoolroom. And by means of all of the work of this 
department we aim to create an impulse for personal cleanli- 
ness, fresh air, and daily exercise which shall last through 
life. Making a child clean his teeth, take a bath, put up his 
window every night, and take a set of exercises, is physical 
training. When the impulse is created in him that prompts 
his interest in it and stimulates him to do it by himself, 
he has passed from the field of physical training into the 
field of physical education. 

ETHEL PERRIN. 

Supervisor. 

Room 11, 50 Broadway. 



DEPARTMENT OF PHYSICAL EDUCATION 



99 




m 

o js 



O rt 




P. 




100 



DEPARTMENTS OF INSTRUCTION 




Captains whose soccer teams won league championship banners, 
1915-1916; eighty-four schools competing 




DESIGN FOR PLAQUES, BANNERS AND BUTTONS 



PHYSICAL EDUCATION 101 

Staff — (a) One departmental supervisor; (b) Elemen- 
tary supervisors — three women, two men; (c) High school 
directors — seven women, six men. 

High Schools — Six gymnasia, five swimming pools, one 
of each in the four new high schools under construction. 
Two required periods of physical training per week with 
credit. Elective for remaining years with limited credit. 
Swimming required of boys, elected by girls. 

Elementary Schools — Work done in classrooms, hall- 
ways, kindergartens, yards. Room teachers give lessons. 
Michigan State Course of Physical Training. Meetings 
with and monthly visits from supervisors. Sixteen min- 
utes per day in three or four short periods. Windows open. 
First and Second grades — plays, games, rhythm. Third 
through eighth grades — setting-up exercises, games, folk 
dances, athletics. Posture per cent taken above fourth 
grade. No coats or sweaters on in school rooms. Special 
corrective work for children far from normal posture. 

Chief Present Effort — throughout life to stimulate last- 
ing impulse for daily exercise. 

Boys' Athletics — School Decathlon — every seventh and eighth 
grade boy competes in ten events during year vv^ith every other boy 
of his grade in city. Lower grades to be included. Individual Decath- 
lon at meets. Efficiency Tests — Gold, silver, bronze buttons. Includes 
track and field contests, stunts, games, swimming, life saving, leader- 
ship, conduct, and scholarship. Indoor Track Meets — 1500 par- 
ticipants; Field Meet — 2000. Soccer Foot Ball, thirteen leagues, 
eighty-four schools, 1000 boys on first teams, over 100 on second and 
other teams, 200 scheduled games in tournament recorded in office. 
Base Ball — 200 inter- and intra-school games recorded. Captains — 
Athletic, with assistants and squad leaders, one for every seven boys. 
Soccer and baseball. All athletic activities carried on through cap- 
tains. 

Girls' Athletics — System of captains and squads begun. Hop, 
step, and jump; chinning; throw for distance and accuracy; chest 
expansion being experimented with. Folk dance captains. The 
Department will furnish information and give out any of the twenty- 
five bulletins sent to captains since September, 1915. Office, 50 Broad- 
way, Room 11. 

Baths — Eight elementary centers — eight women, eight men at- 
tendants. Neighboring schools contribute. From July, 1914, to July, 
1915, 260,535 baths given. Total cost, not including salaries of 
attendants, $4659.58. 



102 DEPARTMENTS OF INSTRUCTION 

DEPARTMENT OF MANUAL 
TRAINING 

Regular instruction in Manual Training was introduced 
into the public schools of this city in 1899. All handwork 
for boys and household arts for girls in the elementary 
grades, junior, academic, and technical high schools, now 
comes under the direction of this department. 

A general principle adhered to in all courses of indus- 
trial and household arts subjects is that this work 
should in no way restrict the educational possibilities of 
the pupils. Graduates of the industrial courses in the 
junior high schools, for instance, are admitted to any high 
school in the city. The greater part of all specific trade 
instruction is given on a co-operative plan between the 
factory and the school. 

The following time allotment in periods per week is 
required in manual training and household arts in the 
various courses. 

REGULAR GRAMMAR GRADES. 

4th and 5th grades — 1 period, 60 minutes. 

6th, 7th, and 8th grades — 1 period, 90 minutes. 

JUNIOR HIGH SCHOOLS. 

Industrial Courses: 7th, 8th, and 9th grades — 15 periods, each 45 
minutes. 

English, German, and Latin Courses: 7th, 8th, and 9th grades — 6 
periods, each 45 minutes. 

Commercial Course: 7th grade — 6 periods, each 45 minutes. 

ACADEMIC HIGH SCHOOLS. 

9th, 10th, 11th, and 12th grades — 4 to 7 periods, each 45 minutes 
(only one year required). 

TECHNICAL HIGH SCHOOLS. 

9th, 10th, 11th, and 12th grades — 10 periods, each 45 minutes. 

Special chapters on the junior high schools, the tech- 
nical high school, and trade instruction will be found under 
separate headings in this pamphlet. 

The handwork in the grammar grades of the elementary 
schools is not vocational; it is educational in the broader 
sense of this word. For the girls the work serves as a 
preparation for the duties of the home, for the boys as a 
general survey of certain manufacturing processes, and for 
both as a means of general development through the hand. 

Cardboard construction is given to the boys of the fourth 
grade, furnishing a study of the regular geometrical figures 



MANUAL TRAINING 



103 




BOYS BUILDING GARAGE. 




GARAGE WHEN COMPLETED. 



104 DEPARTMENTS OF INSTRUCTION 

and their application in the construction of a number of 
useful articles. Drawings are made of all projects. During 
the first term of the fifth grade this work is continued and 
some time is devoted to free-hand lettering. During the 
second term, working drawings are made of some of the 
simpler projects in bench work. In the sixth, seventh, and 
eighth grades in the regular elementary schools, the work 
consists of simple benchwork in wood and a few problems 
in cabinet making, all work being done with hand tools and 
from drawings made by the pupils. 

The girls in these schools receive instruction in hand 
sewing in the fourth and fifth grades ; cooking in the sixth 
and seventh grades; and dressmaking in the eighth grade. 
All this work is given by special teachers. 

In the academic high schools, the vocational element 
has been carefully considered in planning the various 
courses. Although greater concentration on the industrial 
subjects is allowed in the technical high school, we are 
able to offer extensive courses in these subjects in all our 
high schools. Extensive courses in mechanical drawing, for 
instance, may be taken all through the high school period. 
Although instruction in the shops is not given as a direct 
preparation for a trade, we are, by emphasizing as far as 
possible manufacturing methods as opposed to the con- 
struction of individual projects, affording a most valuable 
training to the young man who will be connected with manu- 
facturing in any capacity. The courses cover work in both 
wood and metal. 

In the household arts, various courses may be taken all 
through the high school program, among these domestic 
art, millinery, domestic science, and laundry work. These 
courses cannot be called vocational except in so far as home- 
making is looked upon as a vocation. 

J. H. TRYBOM, 

Director. 

Room 10. 50 Broadway. 



MANUAL TRAINING 



105 



MANUAL TRAINING STATISTICS 

TABLE I 



Number of Teachers 


Manual Training 


Household Arts 


Elementary Grades 


23 
17 
13 
12 


37 


Junior High Schools 


13 


Academic High Schools 


11 


Technical High Schools 










Total number of teachers 122 



Grammar Grades: 



TABLE II 



Number of Pupils 



Bench work-ungraded 

Cardboard — Mechanical Drawing 

Sewing 

Cooking 

Dressmaking 



Total . 



October, 
1915 



6763 

7775 

8314 

5731 

599 



29182 



October, Increase 
1914 



5479 1284 
7964 X 
7691 623 



5111 

378 



26623 



620 
221 I 



2748 



X 

189 

X 
X 
X 



189 



Junior High Schools: 


TABLE III 












BOYS 


GIRLS 




SCHOOL 


October, 
1915 


February, 
1915 


October,, 
1915 


February, 
1915 


Increase 


Condon 

George 

Norvell 


237 
264 
254 


238 
258 


260 

224 
193 


X 

177 
171 


X 

73 
18 



Academic High Schools: TABLE 


IV 








CASS (525) 


October, 
1915 


October, 
1914 


Increase 


Decrease 




2339 
894 
490 


1797 

660 
257 


542 
234 

133 


X 


Sewing 

Cooking 


X 
X 


Total 


3723 


2714 


1009 


X 







Total number attending Manual Training Classes, in grades, high 

schools, and Junior High Schools 34337 



106 DEPARTMENTS OF INSTRUCTION 



ENGLISH IN ELEMENTARY 
SCHOOLS 

Detroit schools have given a good deal of attention to 
oral English. It is not claimed that every eighth grade 
graduate can speak extemporaneously and well on any ordi- 
nary topic, but all pupils in elementary grades have enough 
practice to give them confidence in addressing their class- 
mates. 

We believe that "the style is the man," and we try to 
make our pupils "live" with some of the works of great 
authors until the language becomes a part of them. Chil- 
dren are very susceptible to literary style. The pupil who 
keenly enjoys and repeats from memory the inimitable de- 
scription of Mr. Peggoty's house knows much in a vital 
way about Charles Dickens. The third grade pupil who 
tells Kipling's story, "How the Camel Got His Hump," with 
full enjoyment of Kiphng's style and humor is having 
wrought into his mental fibre the foundation for personal 
literary standards. He may pass through the Henty and 
Alger stages, but he will return later on to better things. 
Teachers are also referred to specific methods for developing 
original composition as a class exercise. Here, also, the 
social motive dominates. 

Young pupils are trained to detect sentence relation first 
through the ear. They learn to detect subject and verb 
together, that is the assertion, before they are asked to 
separate the two elements. They handle phrases and 
clauses as groups of words, attaching them to the subject 
or verb as the sense requires, and changing the order of 
the sentence, all without aid from the eye. This intensive 
work developes a feeling for the whole sentence which is 
not likely to escape when the pupil is later called upon to 
deal more minutely with individual words. 

Finally, we are trying to develop the idea of the essen- 
tial unity of the work of the elementary schools. The ten- 
dency to treat each subject of the curriculum as a separate 
thing causes retardation. The "Three R's," rightly inter- 
preted, really comprise all academic subjects. Reading and 
oral and written expression are the proper work of geo- 
graphy and history classes as well as of those labeled 



ENGLISH— MUSIC 107 



"language" and "reading." The more definitely this unity 
is conceived by teachers, the more effective will instruction 
become. 

The work of the Supervisor of English includes visits to 
teachers, grade meetings, and demonstration lessons. 



Room 11, 50 Broadway. 



CLARA BEVERLEY, 

Supervisor. 



MUSIC IN THE DETROIT SCHOOLS 

The time devoted to music in the public schools is one 
hour per week. In the lower grades this is divided into 
periods of 12 minutes each day, in the grammar grades 
into three twenty-minute, or two half-hour, periods. The 
music is directed by one supervisor, three assistant-super- 
visors, and three special teachers. In general, music is 
taught by the grade teachers but there are a few exceptions 
where the special teachers are employed. The books used 
are the Harmonic and Eleanor Smith series. 

Supervisors visit schools at least once a month. A defi- 
nite outline is prepared for the grade teacher to follow. 
Vocal drills, ear training , song interpretation, and part sing- 
ing are developed. A teacher who can teach well frequently 
takes three or four rooms in music. In the high schools, 
music is elective. Most of the high schools have orchestras. 
Glee clubs and choruses are to be found in all. For this 
work one hour of credit is given. 

The Cantata, "The Walrus and the Carpenter," was given 
at the Detroit Spring Festival of 1915 by 500 children 
selected from the grammar grades. They were accompanied 
by the Cincinnati Festival Orchestra. A cantata is now in 
preparation for the May festival to be given this Spring. 
The Chamber Music Society of our city is doing a great work 
by giving at a low cost concerts by such artists as the 
Flonzaley Quartette to the children of our schools. 

THOMAS CHILVERS, 

Director. 
Room 13, 50 Broadway. 



108 DEPARTMENTS OF INSTRUCTION 

DEPARTMENT OF DRAWING 

The scope of the work in this department has long 
exceeded the limitations of its name. In recognition of this 
fact the last course of study issued by the Department of 
Drawing is entitled "Art Education." 

The purpose of art education in the Detroit public 
schools is to train the eyes to see and the hands to do. 
We believe that a training in free-hand drawing and design, 
including free-hand lettering and color, is valuable from 
both the vocational and cultural viewpoint. Eyes that can see 
and practiced hands produce skilled labor. A sense of color 
discrimination and color harmony is a necessity in many 
trades and professions and an asset to salesmanship, while 
the abihty to see and appreciate beauty which should result 
from such training is valuable to anyone, whatever his posi- 
tion in life. The lack of appreciation of beauty of form 
and color is one cause of waste, while the ability to choose 
between that which is commonplace and that which is excel- 
lent, that which is evanescent and that which is permanently 
good, is economy. Therefore, the question of choice is em- 
phasized throughout our course, which is carefully planned 
in conformity with the fundamental principles underlying all 
good drawing, design, and color. 

IndividuaHty, power of expression, and taste, — that is 
the ability to choose, — are our slogans. All drawing, 
whether representational or design, should be done free- 
hand. To this end, ruled paper, compasses, and other ob- 
structions to free expression and power, are forbidden. The 
crude lines and honest effort of the little child are accepted 
as satisfactory. Further success is measured by progress. 
Color discrimination begins in the first grade with recogni- 
tion of colors in the generic sense. From the making of a 
color scale of the six standard colors, finer gradations of 
hue, intensity, and value follow, and are applied to design, 
the final problem being home furnishing and decoration. 

Free-hand drawing in the junior high schools is planned 
along lines similar to work in the grades, the purpose being 
to teach the pupils to use their eyes that they may learn 
to see. 

The Board of Education furnishes drawing paper of 
various kinds, water colors and brushes, colored crayons, 
charcoal, scissors, stencil knives, boards, and dyes, in fact 
practically everything used in the department except draw- 



DRAWING 



109- 



ing pencils and erasers, and these are supplied to children 
who are unable to purchase them. Every school is provided 
with sets of small wooden models of simple type forms, fifty 
in a set. In addition there is an adequate collection of 
pottery and toys for still life drawing. 

Until last year the grade teacher alone taught drawing. 
Last January the departmental plan was introduced in sev- 
eral schools. In some schools a grade teacher who desired 
was given the opportunity to teach drawing in several 
classes. A second plan is to employ a drawing teacher of 
larger training who teaches only drawing in several schools. 
There are a director of drawing and two assistant direc- 
tors, one for the primary grades and one for the elementary 
grades. In addition to the regular visits to schools the 
director and her assistants keep office hours following school 
hours. There is a schedule which provides two days a 
month when teachers of each grade may receive instruction 
and see work applicable to their grade. 

Slides have been made from pupils' work throughout the 
eight grades and are used to show the development of the 
work in the three divisions of representation, design, and 
color. 

ALICE V. GUYSI, 

Director. 
Room 14, 50 Broadway. 



i"is:5i"ii:5i"is:si"i|ii1 


E 







i"i ii 


1^ 


i1 ii 

ri i;i 

ijOiliOinin 




1 



STENCILS DESIGNED AND APPLIED BY EIGHTH GRADE 
PUPILS 



110 



DEPARTMENTS OF INSTRUCTION 




A HIGH SCHOOL CARTOON. 



DRAWING 



111 




LATE ! 
HIGH SCHOOL CARTOON 



112 DEPARTMENTS OF INSTRUCTION 

NEW TEACHERS AND SUBSTITUTES 

This department has charge of new teachers and sub- 
stitutes. New teachers are under supervision for one year, 
substitutes during their term of service. Their work is 
supervised, suggestions offered, individual help given, and 
meetings held each month. Reports of the progress and 
character of the instruction are made from time to time and 
filed with the superintendent. 

New teachers enter the schools by direct appointment 
or by appointment from the substitute list. With the 
growth of the city, the number of teachers from outside 
increases. Formerly, but few new teachers were needed, 
the training school meeting this demand. This year, Detroit 
Normal graduates make up less than one-third of the num- 
ber. Between September, 1915, and January, 1916, 173 new 
teachers were employed. One of the chief functions of 
this department is to assist in the assimilation into the 
school system of this horde of new teachers. 

Great care is taken in selecting teachers ; but the de- 
mands of a city system are so varied and so many elements 
enter into the school work that teachers successful in 
smaller places, where conditions are less complex, do not 
always readily adapt themselves to their new environment. 
The best results are obtained where teachers appointed are 
first visited by those familiar with the requirements of the 
schools and the dominant characteristics required in the 
teacher. 

Substitutes are of two kinds, those who have and those 
who have not experience. The former present no special 
problems, as they are merely trained teachers waiting for 
regular appointments. With the group having no experience, 
the work is of a different character. The difficulties are 
many, individual help being needed in lesson plans, organiza- 
tion, study periods, discipline, etc. This is given at office 
hours, special conferences, and at general meetings. Sub- 
stitutes are required to become familiar with the course of 
study, answer calls promptly, follow the schedule, make 
lesson plans, teach the special subjects, and carry on the 
regular work with as little break as possible. 



Room 11, 50 Broadwav 



J. A. MORSE. 

Supervisor. 



NEW TEACHERS AND SUBSTITUTES 113 

NEW TEACHERS AND SUBSTITUTES 

NEW TEACHERS 

Number appointed 

Women 164 

Men 9 

Total 173 

Minimum salary Normal graduates, per month $65.00 

Maximum salary Normal graduates, per month $75.00 

Minimum salary University graduates, per month $75.00 

Maximum salary University graduates, per month $85.00 

SUBSTITUTES 

Number of substitutes for high school 30 

Number of substitutes for grades 159 

Number of substitutes on list for 1915-1916 189 

Number of substitutes, women, for grades 149 

Number of substitutes, women, for high school 20 

Number of substitutes, women 169 

Number of substitutes, men, for grades 10 

Number of substitutes, men, for high school 10 

Number of substitutes, men 20 

Number of substitutes assigned regular work 87 

Number of substitutes assigned regular grades, women... 61 

Number of substitutes assigned regular high school 10 

Number of substitutes assigned regular work, women 71 

Number of substitutes assigned regular, men, grades.... 9 
Number of substitutes assigned regular, men, high school. 7 

Number of substitutes assigned regular, men 16 

Number of substitutes for emergency duty 102 

Number of substitutes with no previous experience 118 

Number of substitutes with one or more years' experience.. . 91 

Number of substitutes given appointment, men 3 

Number of substitutes given appointment, women 38 

Salary of Substitutes in Grades $2.50 per day 

Salary of Substitutes in High School $3.50 per day 



114 DEPARTMENTS OF INSTRUCTION 

DEPARTMENT OF COMPULSORY 

EDUCATION 

Including Permanent School Census and Employment 

Permits 

ATTENDANCE 

This department has immediate charge of all matters 
pertaining to school attendance. It has a staff of fourteen 
attendance officers, a chief clerk, and six regular clerks, 
under the direction of the Supervisor of Compulsory 
Education. 

The Compulsory Education Law in Michigan, and par- 
ticularly its enforcement in Detroit through the aid of the 
courts having jurisdiction in these cases, makes it possible 
to compel the attendance of all children capable of being 
taught, not even excepting defectives, blind, deaf, and crip- 
pled children. 

To make sure that all children of compulsory school age 
are in regular attendance the enrollment of all schools, 
public, private, and parochial, is called for each year, and 
compared with the permanent census. The names of all 
children found missing from the school enrollment are given 
to the attendance officers to be looked up, and the children 
placed in school. 

Attendance officers must be graduates of recognized 
state normal schools, college graduates, or regularly quali- 
fied teachers, graduates of the city's normal training 
school. This insures unusually well qualified officers, and, 
what is of still more importance, officers who are always 
intelligently in sympathy with school problems. 

One of the first duties of the attendance officer is to look 
up all cases of truancy reported from the schools. Each 
officer is assigned to one of the thirteen districts into which 
the city is divided. Each district has an ungraded room (in 
one of the larger schools) as a centre, to which all reports 
of truancy from the schools in that district are sent. In 
these so-called ungraded rooms are placed boys who are 
two or more years retarded, habitual truants, and those 
reported from schools as incorrigible. The policy of the 
department is that these boys shall be given such training 
as will enable them to be returned to the regular classes 
as soon as possible. To insure prompt service, the officer 
reports at the ungraded centre each morning, gets the 



COMPULSORY EDUCATION 115 

truancy reports, and gives them immediate attention. A 
duplicate report is sent to the central office, a record of 
which is made. This insures prompt attention on the part 
of the officer. 

One of the most important functions of the attendance 
officer is the picking up of children found on the streets 
during school hours. So important is this work that one 
officer is kept on the down town streets part of each day, 
with the result that, during the year 1914-15, 361 boys were 
found and returned to school. 

TRANSFERS 

All matters pertaining to the transferring of pupils from 
one school to another are also cared for in this department. 
By a system of duplicate reports sent to the central office, 
a child is followed up by the officer, if it does not report 
within three or four days at the school to which it has been 
transferred. This makes it practically impossible for a 
child, once enrolled, to be lost to the school system. 

The following tables show details and the results in 
truancy cases coming to the attention of the department 
during the year. 
Reported from: 

Public Schools 5,636 

Parochial Schools 1,127 

"Not Returned" 2,892 

Miscellaneous sources 61 

Picked up on streets by officers 512 

Excluded for non-payment of tuition 44 

Suspensions 24 

Held vacation permits 1,298 

11,594 

Total number of cases investigated by officers: 

Cause of Absence and Disposition of Cases — 

Truants (without consent of parents), returned 4,128 

Truants (kept by parents), returned 1,204 

Poverty 17 

Reported as "not returned" 2,892 

Illness — Returned 1,042 

Illness — Holding doctor's certificate 44 

Moved out of city or district 393 

Holding employment permits 287 

Over Age 97 

Entered private or parochial school 1,227 

Committed to Orphan Asylum 131 

Committed to Detention Home 31 

Committed to Ungraded Room 72 

Excluded — (non-payment of tuition) 44 

Suspensions — (failed to call for re-instatement) .... 24 
Miscellaneous 61 

11,594 



116 DEPARTMENTS OF INSTRUCTION 



SCHOOL CENSUS 

An annual school census of children between the ages 
of five and twenty years is taken in May, by the Board of 
Education, This enumeration is compared with the per-r 
manent school census cards, which are kept on file in the 
office in duplicate, the data card filed by street number; 
the address card filed alphabetically. Cards are made out 
for all children whose names appear in the new school census 
but are not already on file in the permanent census. This 
insures a card on file, in duphcate, for each child of school 
age in Detroit. 

Our system of "Transfer," noted above, is also used to 
keep the permanent census up to the minute, as changes of 
address, school, etc., are noted on the cards on file. 

Further to insure the keeping of this permanent census 
up to date, a list of the children from out of the city,' 
received in any school, and those having arrived at the age 
of five years since the last census was taken, is sent to the' 
department, and cards are placed on file for each child so' 
reported. ' 

EMPLOYMENT PERMITS 

Employment Permits are issued to children (in Mich- 
igan) who meet the following requirements: (1) Must be 
fifteen years of age and under sixteen; (2) Must have com- 
pleted the work of the 6th grade, public school, or the 
equivalent thereto; (3) Must have attended school 100 days 
during the year previous to arriving at the age of fifteen 
or previous to making apphcation; (4) It must be shown 
that the services of the child are essential to the support 
of itself or its parents. Public Acts, Michigan, 1915. 

To determine the necessity for the child's being granted 
a permit, the Attendance Officer calls at the home and makes 
a thorough investigation into the home conditions, particu- 
larly the income report to this office each month, giving 
place of employment, wages received, and nature of work 
in which they are engaged. If a child is not employed and 
does not secure employment within a reasonable time, the 
permit is recalled and the child is returned to school. 



COMPULSORY EDUCATION 117 

In compliance with the State Law, 2470, permits were 
issued during the twelve months ending June 30, 1915. 
The attendance officers investigated the home conditions of 
4082 applicants to ascertain the necessity of the child's 
going to work, with the following results : 



CASES INVESTIGATED 

Recommended for permits 2,871 

Permits refused — "no necessity" 587 

Recommended for special permits — 

Saturdays and after school hours 200 

Permits to remain at home (girls) 161 

Lived outside city limits 21 

Could not locate 24 

Moved out of city 26 

Permits refused on account of low grade or school 

attendance 86 

Birth certificates showed under age 64 

In Detention Home 1 

Entered Convent 1 

Applicants failing to call for permits 40 

4,082 

The provision of the law requiring the holder of a permit 
to report to the issuing officer, giving definite information 
regarding the place of employment, nature of work, and 
school attending, if not regularly employed, has been rigidly 
enforced. This was accomplished by monthly report to the 
attendance officers of delinquents in their districts, totaling 
IJOl for the year. Few second calls were necessary and 
comparatively few cases were brought into court. 

The following is a detailed report of children holding 
employment permits: 

Permits in force July 1, 1914 3,731 

Permits in force July 1, 1915 2,884 

Girls 1,530 

. Boys 1,354 

F;ermits issued from July 1, 1914, to July 1, 1915 2,470 

Permits issued to girls 14 years of age 722 

Permits issued to boys 14 years of age 950 

Permits issued to girls 15 years of age 313 

Permits issued to boys 15 years of age 485 

Girls employed in factories 544 

Girls employed in stores 355 

Girls employed in offices 86 

Girls employed as domestics 284 

Under doctor's care; cannot work 7 

Holding permits but are attending school 61 

1,337 



118 DEPARTMENTS OF INSTRUCTION 



Boys employed in factories 638 

Boys employed in stores 523 

Boys employed in offices 245 

Boys employed in messenger service 50 

Boys employed on farms 22 

Under doctor's care; cannot work 8 

Holding permits but are attending school 55 

1,541 2,878 

Delinquents investigated by attending officers 1,101 

Children not working investigated by attendance officers. 384 

Children reaching age of 16 years 3,130 

Boys 2,206 

Girls 924 

Monthly I'eport cards mailed to this office by children 

holding permits, checked 37,861 

Children between the ages of 14 and 15 years, holding 
permits, furnished with emplyoment by this office, 

boys and girls 350 

Returned to school, permits surrendered 48 

Limited permits ; time has expired 48 

Moved out of city 71 

Could not locate 81 

Committed to Industrial School — Boys 6 

Committed to House of Good Shepard — Girls 1 

Placed in Private Institutions 3 

Died 4 

Attending Business Colleges 8 

Complaints filed in juvenile court 31 

Cases heard and disposed of; children reported 8 

Cases dismissed, children having reported before time set 

for hearing 10 

Cases pending 13 

Ran away from home; cannot locate, out of city 6 

The gradual reduction in the number of permits issued 
is shown by the following extract from our monthly report 
of December 1915: 

Permits in force, December 31, 1915 — Girls 1,106 

Permits in force, December 31, 1915 — Boys 970 

Total number of permits in force, December 31, 1915 2,076 

Total number of permits in force, July 1, 1915 2,884 

Total number of permits in force, December 31, 1915 2,076 

Reduction during six months 808 

Among the other activities of this department are the 
getting of employment for children; vocational guidance, 
particularly for girls ; and the procurring of attendance of 
girls in the continuation schools. 

TEMPLETON P. TWIGGS, 

Supervisor. 
38 Broadway. 



DEPARTMENTS OF INSTRUCTION 119 



VOCATIONAL GUIDANCE FOR GIRLS 

With the aim of assisting girls in their choice of an occu- 
pation, the teachers of the Girls' Continuation School are 
carrying on work in vocational guidance along four lines, — 
the collection of information about the various occupations 
open to girls, the giving of information and advice through 
personal interviews, the following up for two years of the 
girls who leave the public schools to go to work, and the 
attempt to provide them with suitable employment. 

The following up of the girls who leave school to go to 
work is in charge of a special attendance officer under the 
Department of Compulsory Education. This officer inter- 
views the girls at the time they apply for working permits, 
enters them in part-time classes wherever possible, and 
conducts an employment bureau to assist them in finding 
places. 

Girls who leave high schools are interviewed by their 
grade principals, or by the teachers of the girls' continua- 
tion classes, in many cases needing only the personal influ- 
ence of the investigator to induce them to return. One girl, 
employed by the telephone company from three o'clock 
until eight, left high school because she failed to get a mark 
of "excellent" in every subject. She was a tenth grade 
pupil, bright and ambitious, and had hoped to prepare for 
teaching, but was in a poor physical condition and worried 
over her examinations two weeks ahead. All her teachers 
spoke highly of her work, and the investigator was able to 
take her a certificate of promotion in every subject and to 
encourage her so that after two weeks' rest she returned 
to school to continue her course. She is, of course, only one 
of many. 

In some high schools the investigating and reporting on 
the advantages, technical requirements, and special quali- 
fications necessary for preferred vocations has been made a 
subject for composition work in English, and in all high 
schools arrangements have been made for talks on specific 
vocations by persons who have pursued them with success 
and are qualified to discuss them with authority. 

ELIZABETH CLEVELAND, 

'Director. 
Room 11, 50 Broadway. 



120 DEPARTMENTS OF INSTRUCTION 

DEPARTMENT OF EDUCATIONAL 
RESEARCH 

Organized September, 1914 

The functions of a new department are certain to be 
determined largely by local conditions and the personal in- 
terests of the director of the department. In Detroit the 
supervisor of educational research is most interested in 
improving the efficiency of the teaching in the elementary 
grades. His general duty is so to apply the scientific dis- 
coveries of professional students of education throughout 
the world to the Detroit schools as to raise the efficiency of 
teaching effort. 

Successful work by the department results in 

a. Measurement of the actual effects of teaching effort. 

b. More precise definition of the goals to be attained. 

c. Accurate determination by measurement of the most efficient 
method for attaining a given goal. 

d. Widespread training of teachers in the use of the newer 
tools for self-study and improvement. 

e. Constructive experimental evolution of existing methods. 

All of these tend to increase the number of children bene- 
fiting by school training without increasing correspondingly 
the cost in either time, money, or effort. 

The research work of the department is on a volunteer 
basis. Problems are outlined, tests and instructions pro- 
vided, and the work carried out by volunteers from the 
teaching corps. Where strict control of conditions under 
which the tests are given is essential, the trained cadets 
from the normal school are used as examiners and scorers, 
and the results are tabulated by the students in the com- 
mercial courses of the high schools as a part of class work. 
The aim of the department, however, is so to modify and 
adapt to class room conditions the tests devised for making 
scientific measurements of educational products that they 
may be given and scored by the class room teacher as part 
of the regular routine of school work. In all such tests a 
report to the department affords a basis for general tabu- 
lations and the setting of standards. When definite results 
and conclusions have been reached, general changes in 
school methods and policies follow. 

In its larger aspects, the work of the department is that 
of a continuous survey working under very favorable con- 
ditions, — from within the school system, with its co-opera- 
tion, and under its control. 

S. A. COURTIS, 

Room 11. 50 Broadway. Supervisor. 



EDUCATIONAL RESEARCH 121 

Investigations Completed or Under Way 

1. Research. 

a. Study of the factors conditioning ability in handwriting. 

b. Study of the reliability of the Ayres and Buckingham scales 
in spelling. 

c. Determination of the loss in accuracy due to change from 
spelling words in lists to spelling words in sentences. 

d. Collection of errors in oral English. 10,386 from 72 schools. 

e. Measurement of the effects of geometry teaching. 

2. Standardization. 

a. Measurement of product. 

Rate of writing. 3,500 children, grades 4-8, beginning 
and end of the year. 

Rate of spelling. 3.500 children, grades 4-8, September. 

Achievement in four operations of arithmetic. 3,500 
children tested in September, .January, and May. 

Achievement in reading. Kelly's Reading Tests. 

Achievement in spelling by Ayre's scale. 35,000 chil- 
dren tested before and after study. 

Achievement in algebra. 500 children. 

b. Measurement of Efficiency of Method. 

Comparison of effects of practice tests in arithmetic 
with effects of regular work. Practice tests used 
by 25,000 children in 83 schools. Control experiment. 

Comparison of effects of practice tests in spelling with 
regular work. 1,500 4th grade children tested twice. 
Control experiment. 

Comparison of effects of six different methods of teach- 
ing reading in the first grade. 600 children in sixty 
different classes. 

c. Construction of tests and scales. 

Material gathered for construction of practice tests and 
scales in handwriting. 1,000 children. 

Material gathered for construction of scale in English 
composition. 3.500 children. 

Preliminary tests in fractions devised. 1,000 children. 

Practice tests in arithmetic revised on basis of first year's 
results. 25,000 children. 

4. Library and Reference Service. 125 questionnaries 

answered. 

5. Teacher training. 

City Normal School. Senior, junior, and sophomore 
classes given training in educational measurement. 
Two hours, once a week. 

Teacher Training Classes. Courses in measurement of 
handwriting, English composition, reading and spell- 
ing, for principals and teachers. Meet once in two 
weeks on Tuesday and Thursday evenings, 7 to 9 P. 
M. Volunteer enrollment, 300. 



DEPARTMENTS OF INSTRUCTION 



THE PSYCHOLOGICAL CLINIC 
Staff: 

Dr. Guy L. Connor — Medical Director. 

Chas. S. Berry, Ph. D. — Consulting Psychologist. 

Warren Babcock, M. D. — Consulting Neurologist. 

Alice B. Metzner — Binet Examiner. 

Bertha Giffin — Nurse. 

The Psychological Chnic is the clearing house for the 
Detroit Public Schools. To it are referred all pupils needing 
special study. Cases of near sightedness or blindness ; 
defective hearing; incorrigibility, or normal delinquency; 
backward, retarded, or feeble-minded children, epileptics or 
children with insane tendencies — all find their way to the 
clinic. 

Each case is given a thorough mental and physical 
examination. The Binet Simon Measuring Scale of InteUi- 
gence, the Knox Tests, Goddard's Form Board, and Healy 
Tests are used in testing mentality. The physical examina- 
tion is made by the medical director, a specialist in mental 
diseases, who also gives an opinion on the mentality. The 
family, personal, and school history of every case is ob- 
tained. The diagnosis and prognosis are the results of this 
varied information. 

Pupils are assigned to special or prevocational classes 
only through the clinic. A history of each case examined is 
kept on file and added to from time to time as additional 
information is secured. Parents are informed of the physi- 
cal condition of the child. If corrections are necessary, the 
nurse has a personal interview and assists in seeing that 
corrections are made. 

In cases of very defective vision or hearing, an expert's 
opinion is obtained. The nurse takes the child and parent 
to a specialist's office and a diagnosis is procured. The 
pupil is then sent to the school for blind or deaf as the case 
may be. Several of our prominent eye and ear specialists 
give their services free to these cases. 

Clinics are held at the Board of Education every Wednes- 
day and Saturday morning from nine to eleven o'clock. At 
the Saturday clinic several of the special class teachers who 
have had training in testing assist in the work. The 
Juvenile Court, the Children's Aid Society, and various 
child welfare societies make use of the Saturday clinics. 



PSYCHOLOGICAL CLINIC 



123 



Traveling clinics are held at the different school build- 
ings on Monday, Tuesday, Thursday, and Friday mornings 
of each week. The city is divided into seventeen districts 
with a central school designated in each for the clinic. Chil- 
dren are reported on forms furnished by the department 
for this purpose. These reports must be in the hands of 
the examiner ten days before the clinic reaches the district. 
When there are five or more children reported for examina- 
tion, the clinic is held at the school so reporting ; if less than 
that number, they are sent to the center for the district. 
A report of the result of the investigation is returned to 
the principal. 

From the organization of the psychological clinic in 
September, 1912, to June, 1915, 2069 cases have been ex- 
amined. Of these 118 were re-examinations, leaving 1951 
cases now on file. In addition to this, the first three grades 
of the Frankhn School, consisting of 334 children, have been 
examined for research purposes and the results tabulated. 

The medical director and the Binet examiner are ap- 
pointed by the Board of Education, the nurse by the Board 
of Health. The consulting psychologist's and neurologist's 
services carry no remuneration. 

ALICE B. METZNER, 

Room 7, 50 Broadway. Binet Examiner. 



GRADE 


AGE REPORT 


, DECEMBER 


I, 


19 14. 


GRADES 


18 
Yrs 


17 
Yrs 


16 
Yrs 


15 

Yrs 


14 

Yrs 


13 

Yrs 


12 

Yrs 


11 

Yrs 


10 

Yrs 


9 

Yrs 


8 
Yrs 


7 
Yrs 


6 

Yrs 


5 

Yrs 


4 

Yrs 


Total 


VIII .... 


4 
2 
1 
2 


56 
12 
9 
6 
5 
1 


339 
156 
58 
45 
34 
11 
2 
1 


923 
563 
335 
217 
140 
57 
24 
8 


1233 
1182 
895 
'573 
307 
124 
34 
25 


721 

1458 

1331 

931 

494 

232 

81 

31 

1 


137 
932 
1645 
1494 
949 
369 
140 
42 



12 
123 
960 
2014 
1690 
683 
263 
76 
2 














3425 


VII 


6 

1 

1096 

2410 
2033 
914 
205 

1 














4434 


VI 














5344 


V 


133 

1281 
2218 
1634 
621 
■ "4 


4 

113 

1632 

3211 

1660 

35 










6515 


IV 


1 
109 
1946 
5598 
470 








7424 


III 




5 

85 

3373 

3416 






7474 


II 








8334 


I . 






110 
2928 


2 


11750 


KDGN 






6859 
















TOTAL. . 


9 


89 


646 


2267 


4373 


5380 


5708 


5823 


6774 


5892 


6655 


8124 


6879 


3038 


2 


61559 


No. retarded 
3 and more 
years 


9 


89 


307 


781 


1063 


839 


551 


341 


3CS 


4 

















4190 



To right of black line in grade at 
Total does not include Special or 



age; to left of dotted line retarded three and more years. 
Ungraded Classes, Orthopedic, Blind, or Deaf Schools. 



124 DEPARTMENTS OF INSTRUCTION 



MEDICAL DIRECTION 

In 1902 the medical inspection of the children in the 
public schools of Detroit was begun. In 1911 the examina- 
tion and training of the backward and mentally defective 
pupils was started. This fall, at the suggestion of Dr. 
McMichael, President of the Board of Education, and Dr. 
Chadsey, Superintendent of Schools, this department sprang 
into existence. It will be our endeavor to conserve the 
health and usefulness of our employees. All newly ap- 
pointed teachers, candidates entering the normal training 
schools, clerks, and janitors, together with those returning 
from a leave of absence, will be examined from a physical 
standpoint before entering on their work. Each year they 
will be re-examined. Every employee who is absent from 
school from sickness, the duration of which is longer than 
five days, must inform us of the nature of his or her illness. 
By checking up these reports we hope to prevent much of 
the loss of time and discomfort. 

We urge upon our employees the wisdom of using the 
knowledge of this department to prevent sickness and the 
untimely crippling of their usefulness rather than con- 
tinue the deadly habit of waiting till the case is hopeless. 
Early recognition of tuberculosis means the life possibly of 
the patient and the prevention of contagion. Sixty to 
seventy per cent of the deaths from chronic diseases are 
preventable. The death rate from diseases of the kidney, 
hver, heart, and circulatory system has nearly doubled dur- 
ing the past three decades. 

It is absolutely necessary for the good of "Our People" 
that the diagnosis of disease be made early. It is at this 
time something can be done. To accomplish our purpose 
we must see them at least once a year for physical inspec- 
tion. 

We look forward with confidence to the time when pre- 
ventable disease will be prevented, when curable disease will 
be recognized in the curable stage. One of the grandest 
triumphs of civilization will be the achievements which will 
result from a realization of the possibilities of preventive 
medicine. 

GUY L. CONNOR, M. D., 

Medical Director. 
Room 7, 50 Broadway. 



DETROIT'S PROBLEM— GROWTH 125 



THE BEGINNING 

(The first authentic document in the history of education in Detroit, 
now preserved in Ste. Anne's Church.) 

Cadillac, speaking of the Various orders of missior^aries, wrote to 
Count Pontchartrain, Aug. 31, 1700: 

"These are the cultivators of the vineyard, who ought 
to be received without distinction to work in the vineyard 
of the Lord, with special directions to teach the little savages 
the French language, that being the only means of civilizing 
and humanizing them and infusing into their minds religious 
and monarchical principles. One takes wild beasts at their 
birth, birds in their nests, to tame and free them." 



(The first authentic record of vocational training in Detroit, now pre- 
served in Ste. Anne's Church.) 

Letter written to the Qovemor and Judges, by Father Gabriel Richard, 
Oct. 18, 1808. 

"In Detroit there are better than thirty young girls who 
are taught reading, writing, arithmetic, knitting, sewing, 
spinning, etc- In these two schools there are already three 
dozen of spinning wheels and one loom, on which four pieces 
of linen or woolen cloth have been made this last spring or 
summer. To encourage the young students by the allot- 
ment of pleasure and amusements, the undersigned has, 
these three months past, sent orders to New York for a 
spinning machine of about one hundred spindles, an air 
pump, an electrical apparatus, etc. As they could not be 
found, he is to receive them this fall, also an electrical 
machine, a number of cards, and a few colors for dyeing 
the stuff already made, or to be made, in his academy." 



126 DETROIT'S PROBLEM 



GROWTH 

In 1900 Detroit was the thirteenth city in the country 
in point of population ; in 1910 it was the ninth ; it is now 
the seventh, being exceeded only by New York, Chicago, 
Philadelphia, St. Louis, Boston, and Cleveland. 

In 1880 Detroit was the nineteenth city in the country 
in the extent of manufactured product. In 1890 it was the 
sixteenth ; in 1900, the fifteenth ; in 1910, the seventh ; and 
in 1915 it is the fourth, being exceeded only by New York, 
Chicago and Philadelphia. 

The Michigan customs district, of which Detroit is the 
port of entry, is the fifth in the volume of its exports, being 
exceeded only by New York, Galveston, New Orleans, and 
Baltimore in the order named. 

In the cost of building construction Detroit is now the 
fourth city in the country, being exceeded only by New 
York, Chicago, and Philadelphia, and upon three occasions 
within the past two years it has surpassed Philadelphia. 

Detroit river has the finest fleet of steamers of any point 
of the country west of New York Bay. Its steamers have 
a licensed carrying capacity of 62,000 passengers. 

The average daily wages in Detroit industrial establish- 
ments for the twelve months was $401,368 or more than 
120,000,000 for the year of 1915. 

Detroit has grown faster in the last five years than any 
other city of the first or second class. 

In the last two years it increased the number of its 
industrial employees from 46,372 to 156,687. 

In the same time it increased its manufactured product 
from $88,649,653 to $410,000,000. In 1916 its manufactured 
product will exceed $500,000,000. 



DETROIT'S PROBLEM— GROWTH 




ORIGINAL STOCKADE, 1701 



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Penobscot Building 
Ford Building Dime Bank Building 

City Hall 

SAME AREA IX 1916 



128 



DETROIT'S PROBLEM— GROWTH 



6001451 
n 



400 



200 



30 



15 



DETR0lf5 GROWTH 

IN 

AREA 

POPULATION 

ENpOLLhENT 




RATIO 



1827 40 50 60 70 80 90 1900 10 



COriPARISON OF FINANCIAL GROWTH 
^ AND SCHOOL C05TS 

15-1 




1905 



1910 



BANK 
CLEA^NGS 

TOTAL TAX 
LEVY 

ASSESSED 
VALUATION 

TOTAL SCHOOL 

COST 

SCHOOL TAX 
1915 



PUBLIC LIBRARY 



129 




130 CO-OPERATING AGENCIES 

DETROIT PUBLIC LIBRARY 

The Public Library of Detroit, with its main Hbrary and 
twelve branches, ten in permanent buildings and two others 
other construction, is trying to keep pace with a rapidly 
growing city making demands on every department of its 
work. The main library building, now quite inadequate, is 
to be replaced by a building, now under construction on 
Woodward Avenue, worthy of the City of Detroit. All the 
problems incident to rapid growth and the changes neces- 
sary in every department have occupied the attention of the 
library commissioners, the librarian, and an increasing 
staff of trained assistants for the past five years. 

Many of the branch buildings are near school buildings, 
it being the policy of the library board to place buildings in 
the centers of population and as near to schools as possible. 
The juvenile circulation in the library amounts to about 
forty-eight per cent of the total ; this does not include any 
use of reference books or work done for high school pupils, 
who use adult material. 

Each branch is supplied with a children's librarian, 
whose duty it is to know her book collection so thoroughly 
that she will be able to influence the reading of the children 
of the district, train children to use the adult collection, and 
co-operate with the schools and all the various institutions in 
the district for civic betterment. The story-hours con- 
ducted in each branch are an important factor in this 
work. 

Library use has been greatly encouraged by many teach- 
ers and principals in the city in some rather original experi- 
ments. During one term, two principals sent each grade 
from the third to the eighth for an hour of their school time 
to a branch for an hour's instruction in how to use books, 
how to use the catalogue, and how to take care of books. 
This was in a district where books for children in the homes 
are unknown, save as the library supplies them. Much of the 
co-operation has been with individual teachers, who felt the 
need for some special help from the library in guiding the 
home reading or awakening some interest in boys and girls 
in books, or to aid in counteracting some of "the social 
pressure" of our modern city streets. 

For all schools situated in districts outside of a three- 
quarter mile radius from a branch library center the Schools 
Division of the Library suppHes boxes of books and lists 



LIBRARY 131 



adapted for children from the third to the eighth grades. 
Fifty-four schools were supplied this year with collections 
varying with the needs of the school, but frequently of too 
limited a number because of a somewhat inadequate supply 
of books for lower grades. These collections serve more 
than the children. The books are frequently used by teach- 
ers for reading aloud and also show the teachers the books 
which are available and valuable for children. The library 
does not furnish sets of books for supplementary reading, 
nor does it supply books for reference use in school rooms. 
The books are lent for home circulation. It is an acknowl- 
edged fact that a well-selected number of books which chil- 
dren may handle is an enviable adjunct to any institution. 
It is, however, beyond the library's province to furnish 
these, and this matter is left to the Board of Education. 

The high school libraries of Detroit are under the man- 
agement of the Board of Education. Authorities may differ 
as to whether there should be Board of Education control, 
library control, or a joint control of this important and fast- 
growing institution, but no one can deny that efforts not 
backed by scholarship, teaching experience, and a knowledge 
of library methods are futile and expensive. 

There are no startling original features about the work 
for children in the Detroit Library, but there never was a 
time in the educational world when the reading done by 
children received more careful attention ; it is also true that 
it needs and merits this attention. It is some one's responsi- 
bility to see that as few children as possible in this city miss 
the joy, charm, and power of books ; and the Detroit Library 
gladly assumes its share of that responsibility. 

The helpful assistance of Miss Elisabeth Knapp, Chief 

of the Schools Division, in compiling this statement is 

heartily acknowledged. 

ADAM STROHM, 

Librarian. 

The following statistics show the work of the Library 
for children: 

Number of juvenile books in the main library, 12 branches, 

stations, and schools collections 53,302 

Circulation of juvenile books, 1914-'15 732,483 

Staff of the children's department consists of eleven trained chil- 
dren's librarians. 



132 CO-OPERATING AGENCIES 



BOARD OF HEALTH 

The Board of Health through its doctors and nurses is 
carrying on a campaign of physical and social education 
among the citizens of every class and nationality, as will 
be evidenced by the fact that all the elementary schools 
of Detroit (public and parochial) are visited every morning 
by a Board of Health doctor. The children in 132 schools 
out of 162 are carefully looked after by nurses. 

Through its doctors and nurses, it aims to teach the 
proper care of the body and the need of improved sanitary 
conditions. It brings social service benefits, not only to the 
child in school, but into his home. Thus this educational 
work strikes at the root of the evil as well as at its results. 

This department recommends the removal or treatment 
of diseased tonsils and adenoids, the correction of defec- 
tive vision and hearing, and the prevention and cure of 
other physical ailments which impede the progress of the 
child in his school work. This is accomphshed not only by 
one but by many visits to the home. 

Special attention is given to children with tubercular 
tendencies. Improved sanitary conditions, fresh air, and 
wholesome food are doing much to lessen the havoc wrought 
by this dreaded disease. The eradication of tuberculosis 
depends in no small degree on the education and treatment 
received in open air schools. Detroit has two, with a com- 
bined enrollment of 120. Results show that the open air 
treatment has accomplished all its promoters anticipated. 

Two very important features of the Board of Health are 
its dental and eye clinics, in which thousands of school chil- 
dren are treated annually. 

Many a child owes his ability to walk to the treatment 
received in the orthopedic department. Electrical treat- 
ments and exercises are given daily to renew the strength 
and vigor of these stricken little ones. Only, however, by 
the nurses' persistent attention will the child attend the 
clinics regularly for treatment. 

Experience has proved that close observation and special 
study of each case in the sub-normal department have 
saved many a life from indolence and crime, and made self- 
sustaining dependable citizens out of a large per cent of 
feeble-minded children. 



BOARD OF HEALTH 



133 



A unique feature of the work is "The Little Mothers' 
League" classes. Girls of the eighth grade are taught 
baby hygiene, or how to bathe, dress, feed, and care prop- 
erly for infants. 

GLADYS F. MOREHOUSE, 

Supervisor of School Nursing. 
Board of Health, Clinton and Rayner Streets. 



1914 - 1915 
TOTAL PHYSICAL DEFECTS 





Special Rooms 


Schools 




Recom- 
mended 


Cor- 
rected 


Recom- 
mended 


Cor- 
rected 


Vision 


52 

24 

57 

56 

2 

17 

1 

7 

39 

2 

1 

3 


63 
23 

55 

50 
3 

13 
2 
7 

23 
5 
3 
4 


2824 

364 

2274 

5721 

108 

86 

57 

175 

118 

741 

39 

36 

35 

209 


1201 


Hearing 


132 


Nasal Obstruction 


595 


Tonsils . 


828 


Pulmonary Disease 


62 


Nervous Disease 


25 


Cardiac Disease 


27 


Nutrition 


57 


Orthopedic Defects 

Skin 


67 
419 


Cervical Glands 


28 


Mentality 


5 




10 


Miscellaneous 






139 










Total 


265 


254 


13711 


4169 







Total Examined 

Total Excluded on account of communicable diseases . 



.156311 
. 6809 



134 



CO-OPERATING AGENCIES 





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136 CO-OPERATING AGENCIES 



RECREATION COMMISSION 

The Detroit Recreation Commission, because of the 
nature of its organization, is endeavoring to work out an 
experiment in municipal departmental co-operation. The 
charter amendment creating the Commission, which was 
adopted November 3, 1914, provides that the Commission 
shall consist of 'Ten members — Five citizens of Detroit 
appointed by the Mayor and the following five members: 
Superintendent of Schools, Park Commissioner, Librarian 
of the Public Library, Police Commissioner, and Commis- 
sioner of Public Works. 

The charter amendment further provides that it shall 
be the duty of this Commission "to manage, direct, and 
care for whatever provisions are made by the city for play- 
grounds, playfields, indoor recreation centers, debating clubs, 
gymnasiums, public baths, and to make the necessary in- 
spections as provided by the ordinances of the city for main- 
taining wholesome and moral quality in all forms of com- 
mercial recreation for which licenses are required by the 
city." 

It becomes the policy of the Commission, therefore, to 
co-ordinate the various departments represented in an effort 
to develop the recreational possibilities in each, rather than 
to build up a separate department with its attendant dupli- 
cation of property and plant equipment. 

In furtherance of this plan the Commission organized, 
and engaged a Superintendent in January, 1915. Later in 
the spring they were provided with a budget of $157,288.99, 
of which approximately $93,982.25 was to be expended for 
salaries and wages, $48,306.74 for equipment and running 
expenses, and $15,000.00 for the purchase of additional 
playground sites. Actual organized work began July 1, 
when this budget became available. 

In carrying out this plan, the Commission has super- 
vised organized play and recreation on property under the 
control of the Board of Education ; the Pubhc Library ; the 
Department of Parks and Boulevards; the Department of 
Pubhc Works; in the streets, which are directly under the 
supervision of the Police Department; upon privately 
owned spaces ; in social settlement houses ; and in factory 
club houses. 



RECREATION COMMITTEE 



137 



The winter program is now in operation. It is based 
on the club unit. The Commission is supervising 65 organ- 
ized clubs brought together for dramatics, debating, 
athletics, calisthenics, hiking, wireless telegraphy, swim- 
ming, folk and social dancing, arts and crafts, sewing, and 
choral singing. These meet in the high school gymnasiums, 
the branch libraries, graded school rooms, social settlement 
houses, factory welfare rooms, and private houses. Each 
group meets with a director interested in that particular 
activity. Close co-operation is maintained with the parents 
by a system of attendance records for the junior groups. 
Democratic responsibility is further emphasized by the 
organization of central councils of representatives from each 
of the clubs interested in the various activities. These 
meet periodically with a direct representative of the Com- 
mission to work out general plans and policies. 

The Recreation Commission assumes the definite respon- 
sibihty of furnishing opportunity for a wholesome use of 
their leisure time alike to all adults, the young working 
group, and children. 

IRA W. JAYNE, 

Superinlendent. 



818 Farwell Building. Griswold 



Grand River Avenr 




CHILDREN'S DAY, BELLE ISLE 



138 CO-OPERATING AGENCIES 



ART IN DETROIT 

The Detroit Museum of Art, Jefferson Avenue and 
Hastings Street, was organized in 1885 by public-spirited 
citizens, who gave the land and erected the building. In 
the beginning the museum was supported by contributions 
and entrance fees, but recognizing that a gallery of art is 
as necessary to the people of a city as hbraries and parks, 
the city in 1893 began to contribute to the support of the 
institution, the Legislature having granted the necessary 
authority in 1889, providing that the Museum should be free 
to the public at all times. 

In the James E. Scripps Collection the Museum 
possesses eighty-five pictures of the Byzantine, early and 
late Italian, early Flemish, Dutch, French, and Enghsh 
schools. There is also a collection of contemporary painters, 
including a group of the best works of Gari Melchers, an 
American artist born in Detroit, who is represented in many 
of the great galleries of Europe. 

In 1910, citizens raised money to purchase two blocks 
of land on Woodward Avenue for the site of a new Museum 
of Art. The Public Library Board was at the same time 
seeking a site for a new Central Library. The opportunity 
was presented of combining the two projects so as to form a 
center of arts and letters, the sites chosen being situated 
opposite each other on the main thoroughfare of the city. 
The Council and the Board of Estimates provided for a bond 
issue of $300,000 to erect a building which should house the 
collections, the School of Design, which is an important 
adjunct of the Museum, and a music hall. The library is 
now under construction; but an adverse decision of the 
Supreme Court as to the legality of the bond issue has 
deferred the carrying out of the plans for the building of 
the new museum, school, and music hall. It is hoped that 
the legal status of the Museum of Art will soon be estab- 
lished and that the work will proceed. 

A museum instructor has been added to the staff of the 
museum, whose services are at the disposal of the teachers 
and pupils of the pubhc schools without charge. The in- 
structor gives informal talks in the corridors and gal- 
leries of the museum, or stereopticon lectures in the audi- 



ART IN DETROIT 139 



torium, on those portions of the collections which are co- 
ordinated with class work. 

Detroit is the home of the Pewabic Pottery, 2161 Jeffer- 
son Avenue, the ware of which is known to connoisseurs 
as a distinctively art product. The makers of Pewabic pot- 
tery have never descended to commerciahsm. Beauty is 
its excuse for being. They ruthlessly destroy all that does 
not fulfill their ideals, only those pieces which they feel 
will be a permanent credit to the potter's art being per- 
mitted to leave the pottery. Visitors to the Pewabic Pot- 
tery will find a simple plaster and wood structure, built 
in early English style after a Kentish inn, except for the 
high chimney, which has been made a picturesque feature 
and which proclaims the building's use. Mary Chase Perry 
is the originating and presiding genius; associated with 
her is Mr. H. J. Caulkins. Miss Perry's most ambitious 
work is the designing and making of the pavement for the 
Protestant Episcopal Cathedral of St. Paul, Detroit, a Gothic 
building designed by Mr. Ralph Adams Crane. 

The Detroit Museum of Art possesses several examples 
of Pewabic Pottery, the gift of Mr. Charles L. Freer. A 
remarkable coincidence is the kinship of Pewabic to the 
wares of the ancient potters of the Orient, as at the time 
Miss Perry began experimentation to develop a high fire 
pottery resembling porcelain, she had seen few of the now 
well-known examples. 

Perhaps the work of no modern potter was ever put to 
a severer test than was Miss Perry's when the pieces now 
in the Detroit Art Museum were placed temporarily in the 
famous Peacock room surrounded by what no less an 
authority than the late Professor Ernest F. Fenollosa has 
pronounced as "the most comprehensive and aesthetically 
valuable collection anywhere known of all the ancient glazed 
pottery of the world, Egyptian, Babylonian, Persian, Indian, 
Chinese, Korean, and Japanese." It held its own, harmon- 
ious and beautiful. 

It is a matter of extreme regret that, owing to Mr. 
Freer's prolonged absence from Detroit and the resultant 
closing of his home and galleries, it is impossible for him 
to extend his hospitality to our visitors. 

The interior of St. Paul's Protestant Episcopal Cathedral, 
Woodward and Hancock Avenues, is full of the Gothic spirit. 



140 CO-OPERATING AGENCIES 

The wood carving of the pulpit and screen are unique in 
America, being the work of Oberammergau craftsmen in 
America, while the pavement is the work of Mary Chase 
Perry, the founder of Pewabic pottery. 

The First Unitarian Church, Woodward Avenue and 
Edmund Place, is worthy of a visit, having four very beau- 
tiful windows by John Le Farge, one of which is said to 
be the last work of the kind designed by the master. The 
windows are seen in their full glory and beauty when 
illumined by the afternoon sun. 

The Society of Arts and Crafts plays an important part 
in the art life of the city. Its articles of incorporation give 
the following as reasons for its existence: (a) To be of 
educational benefit by stimulating interest in, and the study 
•of, industrial arts, thereby raising the standard of beauty 
in articles of use ; (b) To develop appreciation of beauty in 
relation to design and handicraft by exposition and by 
facilitating the distribution of the product of individual 
craftsmen's work shops. The salesrooms are most attrac- 
tive and are filled with the finest work of the best crafts- 
men in the country. Last spring, the offer of George G. 
Booth, first president and one of the founders of the society, 
to give the society a lot, on the condition that the funds 
for the new building be raised by the members, made 
possible a spacious new home. The entire $25,000 required 
for the erection of the beautiful new building on Watson 
Street has been pledged by members of the society. 

The Detroit Society of Arts and Crafts is the first of its 
kind in the United States to build a home for itself on its 
own property. Although it is by no means the oldest or 
largest society in the country, the Detroit society has taken 
a leading part in the advancement of art education, and 
initiated the new movement for industrial art development 
by founding the Detroit School of Design. More than fifty 
free lectures on art have been given by the society, and it 
lias brought to the museum of art American and foreign art 
exhibits of high quality. 

ALICE V. GUYSI, 

Supervisor of Drawing. 
Room 14, 50 Broadway. 



CO-OPERATING SCHOOL AGENCIES 



141 



MUSICAL OPPORTUNITIES 
IN DETROIT 

Detroit is well provided with schools for the higher study 
of music by students. The Detroit Conservatory of Music 
is the oldest established school in the city. The Detroit 
Institute of Music is newer but well equipped. The "Ganopol"^ 
is also a good school. The Tuesday Musical Society gives 
weekly concerts by its members and engages the best artists 
of the country for frequent public musicals. The Detroit 
Symphony Orchestra is now in its second year, and is fast 
growing in merit. Concerts are given by this organization at 
least twice a month. The Orpheus Club is a male oganiza- 
tion giving concerts once a month with the assistance of 
some outside artist. The Mendelssohn Club is a large chorus 
giving at least one oratorio each year. 



Room 13, 50 Broadway. 



THOMAS H. CHILVERS, 

Director of Music. 




OPEN AIR CONCERT STAND, BELLE ISLE PARK 



142 CO-OPERATING AGENCIES 



HOME AND SCHOOL GARDENS 

Of the many activities of the Twentieth Century Club 
of Detroit the work of the Home and School Gardening 
Committee is the largest and most regarded. The com- 
mittee aims to give boys and girls an opportunity for many- 
sided development, to afford wholesome recreation, and to 
lay a foundation for a vocation in later life. The work 
proceeds entirely upon an altruistic basis. All net profits 
are used to promote interest in gardening. Vegetable and 
flower seeds at the price of one cent a packet are dis- 
tributed to children in all elementary grades of the public 
schools of Detroit for home gardens. The number of chil- 
dren purchasing seeds, last spring, was 20,905. 

The club has maintained and operated three practical 
school gardens since 1910, and has assisted with another. 
The land is loaned by philanthropic men, while the Club 
supplies all necessary labor and equipment. A supervisor 
and one instructor have been provided by the Board of 
Education for the past two years. All pupils above the 
fourth grade are eligible to membership. The only requi- 
sites are regular attendance and application for a few hours 
each week during the season. Self-government, under 
supervision, prevails in the garden, where each child is 
taught to prepare, plant, and take care of his own plot. The 
products belong to the child to do with as he pleases. 

Last season interest increased immensely when markets 
were organized to dispose of the surplus vegetables. As 
the earnings from the markets increased, the instructors 
encouraged children to start bank accounts, and as a result 
one boy, ten years old, at the close of the season, had a 
deposit of ten dollars saved from his garden earnings. 

As differentiated from school gardens, supervised home 
gardening was initiated last spring. Of twenty gardens 
begun, eighteen survived the season. The results were 
extremely gratifying in that the moral effects were so dis- 
tinctly marked. 

The public school teachers co-operate effectively by en- 
couraging pupils in planting gardens and window boxes, and 
by arranging exhibits of flowers and vegetables grown in 
the pupils' school and home gardens. Such competitive 



SCHOOL GARDENS 



143 



exhibits are held annually in the public schools in Sep- 
tember. Their educational value and importance as a factor 
in uniting school and home are undisputed. 

By official action of the Board of Estimates, home and 
school gardening will become a part of the activities of 
the Recreation Commission in 1916. Under such protection 
it must expand, and the opportunity for this educational, 
industrial, moral training, which leads to efficiency, will, in 
time, be open to every child in the city of Detroit. 

MARY HAMILTON GROSVENOR, 

Supervisor of Gardens. 
Twentieth Century Club. 



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A FLOWER FESTIVAL AT THE SILL SCHOOL 



144 



CO-OPERATING AGENCIES 




A TRANSPLANTING LESSON 




HOE AND RAKE BRIGADE 



SCHOOL GARDENS 



145 




INDIVIDUAL PLOTS 




OFF TO MARKET 



146 CO-OPERATING AGENCIES 



THE YOUNG MEN'S CHRISTIAN 
ASSOCIATION 

Over the walls of a school in Germany is inscribed this 
motto : 

"When wealth is lost, nothing is lost, 
When health is lost, something is lost, 
When character is lost, all is lost." 

This expresses a great fundamental truth regarding the 
significance of good sound character. Few educators today 
fail to recognize the character-building phase of education. 
Herbert Spencer tells us that "Education discharges the 
function of preparing us for complete living." It is not 
enough that by instruction and training the student becomes 
possessor of a certain fund of knowledge. Education as a 
larger term implies "the discipline of the intellect, the 
establishment of principles, and the regulation of the heart." 

The Young Men's Christian Association has since its 
inception been recognized as a character-building institu- 
tion for young men. Its emphasis upon the three-sided 
development and its splendid equipment for sustaining a 
program of activities to that end has been conceded by all. 
Not until a few years ago, however, did the leaders of the 
association movement fully appreciate their privilege and 
opportunity of supplementing the secondary school program 
in this regard. 

To carry out this idea, clubs were formed in several 
of the leading high and preparatory schools of the country. 
This form of organization was chosen because it has become 
recognized as the best means of doing effective work with 
boys. There are now approximately 500 such clubs in dif- 
ferent parts of the United States. The first club to be 
organized in Detroit was at Central High School in the 
Spring of 1911, under the direction of David R. Porter, at 
one time a student at Bowdoin College and later at Oxford 
as a Rhodes Scholar. There is now such a club in each 
of the five high schools of the city and an affiliated club in 
Highland Park. 

The purpose of the club is "To create, maintain, and 
extend throughout the school high standards of Christian 



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148 



CO-OPERATING AGENCIES 




HIGHLAND PARK CLUB 



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NORTHWESTERN HIGH SCHOOL CLUB 



Y. M. C. A. 



149 



character." "Clean living, clean speech, clean athletics" 
constitutes the slogan. In each case the club has been 
started by working through a picked group of the leading 
boys in the school, the object being to work for character 
through the boys themselves. The organization consists 
of president, vice-president, secretary, and treasurer elected 
by the club, an advisory committee picked from the school 
faculty, and as many other committees as circumstances 
may require. A series of monthly suppers, with strong 
after-dinner speakers, and a weekly discussion group in 
character study, constitute the program. The suppers are 
held at the Y. M. C. A., the weekly meetings usually in the 
different communities, but not in the high school except at 
Highland Park. 

C. A. GOODWIN. 

Secretary for High School Students. 
Young Men's Christian Association. 
Witherell and Adams Avenue. 



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150 CO-OPERATING SCHOOL AGENCIES 



YOUNG WOMEN'S CHRISTIAN 
ASSOCIATION 

Several years ago a group of high school girls gathered 
at the Young Women's Christian Association to discuss the 
possibility of Christian association clubs among school girls. 
From that group have grov^n five girls' high school clubs, 
one in each of four high schools in Detroit and one in 
Highland Park. An earnest desire among the members 
of these groups to create and maintain high standards 
among their schoolmates has resulted in an organization 
similar in form to the Young Women's Christian Associa- 
tions in colleges, acting under a constitution which must be 
signed by all members. In most cases the purpose is four- 
fold, embracing a definite standard of scholarship, an active 
study of and participation in social service, a constant effort 
to broaden the social life of the club through a democratic 
membership open to all girls, and the encouragement of the 
religious side of their natures, through bible study and a 
reverence for the beliefs of all, be they Jewish, Catholic, 
or Protestant, 

Individually the clubs meet weekly with varying pro- 
grams, including open meetings addressed by outside speak- 
ers, business meetings, study and discussion groups, and 
social events. Collectively the clubs meet every other month 
for a joint supper followed by a short talk of inspirational 
character. Some special events during the year are con- 
trolled by a Cabinet composed of officers from all clubs. One 
is the Annual Girls' Conference held for two days each 
autumn, which brings among us such leaders of girls as 
Miss Margaret Slattery of Boston and Miss Gertrude E. 
Griffith of New York. Another joint event is the Christmas 
party. For two years a group of over two hundred and 
fifty Hungarian children of Delray have been brought to 
the building for their Christmas. This year the high school 
clubs have invited the girls of the continuation school to 
be their guests. 

J:_ A summer camp has been quite an important feature 
of our cliib work. During the summer of 1915 fifty-three 
girls weathered part of a severe camping season by Lake 
St. Clair. We are looking forward to even larger numbers 
for' the future. 



Y. W. C. A. 



151 



In addition to the high school work several smaller clubs 
of grade school girls are conducted by the Association, chief 
among which is a club of over sixty little girls meeting on 
Saturday morning for an hour of club work followed by an 
hour of gymnasium. 

GULA E. GAMBLE. 



Number of Student Association Clubs 16 

Number of Affiliated Student Clubs 7 

Total Membership 425 

Attendance (Approximate) for 1915 8,424 

Social Service Work 

Books and gymnasium equipment for two high school 
girls. 

Baskets of food, clothing, etc., to poor. 

Flowers to sick. 

Parties and equipment for Children's Free Hospital. 

Thanksgiving and Christmas celebrations in homes of 
poor. 

Camping expenses of six girls. 

Christmas party at building. 




Y. W. C. A. 
The Summer Camping Party. 



152 CO-OPERATING SCHOOL AGENCIES 



BOARD OF COMMERCE 

Co-operation from the leading commercial organizations 
is due the Board of Education in every city. In most Amer- 
ican cities the problem of education so far as it relates to 
business is so complex that the layman in a chamber of 
commerce has little to guide him in trying to assist the 
schools. In Detroit, however, the educational problem is 
much more homogeneous. This is a factory town. Over 
180,000 people are employed in the factories of the greater 
city. It is natural for business men, therefore, to see the 
work of education as the single problem of educating the 
young men who will work in the factory or improving the 
education of those already engaged there. The problem, in 
other words, is large enough and simple enough to be ap- 
parent to the laymen among business men and to secure 
their active co-operation. 

For years, accordingly, the Detroit Board of Commerce 
has been assisting the Department of Education. It is co- 
operating at the present time in two ways: first, through 
its Committees on Education, and, second, through the 
Executives' Club. 

The Committee on Education includes in its membership 
Dr. Charles E. Chadsey, Superintendent of Schools, and has 
for its chairman Mr. Henry W. Hoyt, General Manager of 
the Great Lakes Engineering Works, a man who has for 
years given his attention to industrial education and who 
has been a mainstay of support among business men for the 
Cass Technical High School. The committee this year has 
been associated with the National Americanization Com- 
mittee in the effort to increase the attendance of non- 
English-speaking foreigners in the night schools of the city. 
The appropriation for classes to teach English to foreigners 
was nearly doubled this year, and largely through the efforts 
of the Board of Commerce the attendance of these schools 
has considerably more than doubled. The Educational Com- 
mittee worked directly with the managements of factories, 
who not only helped thoroughly to advertise the opening of 
the night schools, but even exerted pressure on non-English- 
speaking foreigners in their employ to attend, many giving 
them the alternative of going to school or losing their jobs. 
The Board of Commerce's Educational Committee has en- 



BOARD OF COMMISSIONERS 



153 



gaged a man to give his full time permanently to the work 
of encouraging attendance at night schools and there are a 
number of factories which have been glad to promise that 
they will not relent in their efforts until every foreigner in 
their employ has learned to speak English. 

The work of the Executives' Club in connection with 
education has been more in the direction of industrial 
education. This organization has laid the foundation for a 
thorough study of the needs of boys in the techincal high 
school and in the part-time continuation courses. It has 
sent its vice-president to several other cities to study the 
industrial educational work there, and made Mr. E, G. Allen, 
principal of the shop courses at Cass Technical High School, 
an honorary member of the Executives' Club in order that 
the factory managers who compose it may be brought 
into closer touch with the school work. The Employment 
Managers' group of the Executives' Club has given a good 
deal of study to the problems of both pre-vocational and 
part-time continuation education. 



BOYD FISHER, 

Vice President Executive's Club 



lioard of Commerce. 




BOARD OF COMMERCE 
Fort and Wayne Streets 



154 CO-OPERATING SCHOOL AGENCIES 



W M E N'S CLUBS 

My subject, "Women's Clubs as one of the Co-operating 
School Agencies," when viewed from various angles might 
offer an excuse for raising a monument to Herculean effort. 
Our desire to work hand in hand with the teacher has 
always been a sincere one and the inspiration of many of 
the activities promulgated by the club women. To supple- 
ment text-book knowledge by stimulating an interest in the 
broader culture of living the truths inculcated by the con- 
scientious teacher is our principle of co-ordination. In fact, 
the vision of the co-workers is best analyzed by James 
Whitcomb Riley. "It's the good apple tree that has the 
most clubs thrown at it." 

The pioneer in this work, Mrs. Clara B. Arthur, was 
misunderstood when she began the work of organizing a 
playground. Through her efiorts, however, Detroit was the 
fifth city in the United States to have a playground. It was 
financed and supervised by a band of enthusiastic volun- 
teers. They went to the grounds early and staid until 
ordered off by the janitor. After three years of continuous 
service, the committee was relieved by the Board of Educa- 
tion, who, in turn, surrendered to our famous Recreation 
Commission. 

The Detroit Federation of Women's Clubs has initiated 
and mothered many other good things. One of them is 
bathing facilities, notably showers in the pubhc schools. 

Another is the Free Lecture Course, which was inaug- 
urated sixteen years ago and is still in operation. The 
purpose of this was to provide some kind of lecture, 
musicale, or entertainment which would interest whole 
families and make the school house a social center. Much 
is accomplished by this movement, because the possibilities 
for developing resourcefulness in the center are great, and 
neighborhood talent is often heard to advantage. 

The "Home and School Gardens," mentioned on Page 
142, had their inception in the Twentieth Century Club, as 
did the anti-cigarette work that has been done in Detroit. 
The campaign conducted in the schools last year in this 
connection was the most vigorous in the history of the 
anti-cigarette movement. Its success was largely due to 



WOMEN'S CLUBS 



155 



•J 
i 


d\ 


Ri^tkiira 




'i 4^ 








How many do not smoke cigarettes' 




FOUR BOYS OF THE SAME AGE 
The two little fellows smoke cigarettes 



156 



CO-OPERATING AGENCIES 




TWENTIETH CENTURY CLUB 

Elizabeth and Witherell Streets 




DETROIT ATHLETIC CLUB 
Madison and John R. Streets 



WOMEN'S CLUBS 157 



Supt. Charles E. Chadsey, who gave it his unquahfied ap- 
proval, which enlisted the generous co-operation of the 
teachers. 

The Jewish Woman's Club serves penny lunches in three 
schools — the Bishop, the Annex, and the Clinton, — in the 
crowded district of our city ; and the evidence is ample that 
better mental ability is attained when the "inner organ" is 
satisfied. 

A similar effort among the Hungarians by the Detroit 
Federation of Women's Clubs four years ago showed the 
great need of proper nourishment. If these little bodies 
were properly fed, they would be sure to grow up without 
the craving for alcohol and cigarettes. 

Junior Civic Leagues, Safety First Clubs, and Annual 
Welfare Associations have been well started by the women's 
clubs of Detroit, but the laborers have been too few. Often 
chairmen with broad outlook overestimate the leisure time 
of the housekeeper and homemaker, and err in planning too 
much work; then, too, the results were more far-reaching 
and the work more interesting, in the days when politics 
were not so absorbing. 

The striving of the club woman and mother is not for 
a Puritanical ideal but enough of the atmosphere described 
by James Russell Lowell in his tribute to Agassiz : 

"But though such institutions might not cheer, 
Yet life was good to him, there or here; 
With that sufficing joy, the day was never cheap." 

NETTIE CLARK CARON, 

Director of Philanthrophy and Reform. 
Twentieth Century Club. 



158 TEACHERS' ACTIVITIES 



THE DETROIT TEACHERS' 
ASSOCIATION 

When, under the able leadership of its founder and first 
president, Webster Cook, the Detroit Teachers' Association 
was organized in 1898, it was with the avowed purpose of 
advancing the interests of teachers in the Detroit public 
schools and stimulating self-improvement among them. 

How well it has carried out its purpose is demonstrated 
by the growth of the organization from 700 to 1800 mem- 
bers, a growth which has kept pace with the expansion of 
Detroit's school system. 

Many and varied have been its activities. From its 
inception, classes in French and German have been con- 
tinuous. In French and German, university credits are 
given. At present a class in Spanish is in progress also. 
At different times classes in physical training, elocution, 
free-hand drawing, book-keeping, parliamentary law, and 
ilustrated art have been conducted. More recently arrange- 
ments have been made for classes in swimming, folk- 
dancing, gymnastics, and black-board drawing. 

Men of distinction in their several lines of endeavor have 
given lectures, singly and in series, under our auspices. 
Among these, in 1902, was Mr. Leon Cole, member of the 
Harriman Literary and Scientific Expedition into Alaska, 
in 1899, at whose lecture, illustrated by stereopticon, the 
eighth grade pupils were our guests. Stereopticon views 
were in that day somewhat novel. 

The late James E. Scripps, distinguished citizen and art 
collector, gave us a course of lectures on Architecture ; while 
James Whitcomb Riley, Professor Richard Burton of the 
University of Minnesota, and Professors Henderson, Cross, 
and Wenley of the University of Michigan, Sir Robert 
Baden-Powell, and Commander Evans of the Scott Ant- 
arctic Expedition, and such artists as Miss Kitty Cheatham 
and Madam Schumann-Heink, have in their turn given us 
inspiration and pleasure. In 1909, came the Rev. Robert 
George, of Cleveland, the proceeds of whose lecture on 
Hiawatha formed the nucleus of a fund drawn upon by the 
Children's Relief Comittee to provide eye-glasses and 
crutches for afflicted children in our schools. 

Mr. Frank Roberson of travelogue fame has given three 
series of lectures under our auspices. Because of their un- 
questionable educational value, the attendance of pupils has 
been encouraged at these lectures. 



DETROIT TEACHERS' ASSOCIATION 1,59 



In times of disaster, contributions from our treasury- 
have been sent to sufferers in Galveston, San Francisco, and 
Dayton. Gifts or loans of money have been made to some 
of our own members. 

The ties of friendship have been strengthened by meet- 
ing annually at a boat-ride or in some more formal social 
function. Among these was a reception in honor of former 
Superintendent Wales C. Martindale and Mrs. Martindale. 
On another occasion, our present Superintendent, Dr. 
Charles E. Chadsey, and Mrs. Chadsey were formally wel- 
comed. 

Hospitality has been given the stranger within our gates. 
Delegations of teachers from Toronto, Canada, Ohio, the 
Michigan State Teachers in Convention, and the N. E. A. 
have been offered some form of entertainment by this asso- 
ciation; and, during their stay in Detroit, eleven members 
of the Moseley Expedition were our guests at the Hotel 
Tuller. 

In 1906, after a period of fifteen years, during which 
teachers' salaries had remained static, a salary raise was 
obtained. Another salary adjustment was made in 1912. 
Both these victories were due to the work of the indefatig- 
able committees chosen from our ranks. 

The granting of Sabbatical Leave to teachers desiring 
to spend a year in study was a measure which received the 
hearty endorsement of our Superintendent, and when passed 
by the Board of Education was hailed with enthusiasm by 
the profession. After several of our members had taken 
advantage of this educational opportunity, came the deci- 
sion of the Corporation Counsel that the act was illegal. 
In this instance public spirited citizens came to the rescue. 

Affiliation with the Michigan State Federation of Teach- 
ers' Clubs brought us into accord with the desire of the 
state teachers to secure the enactment of a State Teachers' 
Retirement Fund Bill, that all might share such benefits 
as had accrued to Detroit teachers through the operation 
of our local pension law. This bill, formulated by Judge 
William G. Carpenter, whose generosity made it possible 
for the Detroit Teachers' Association to assume this part 
of the financial burden without straining the resources of 
their treasury, was passed by the last legislature. 

Alert to the needs of the teaching body, our loyal mem- 
bers unite in deeds of service of benefit to themselves and 
others. eleonore c. bachmann, 



Goldberg School. 



ident. 



160 TEACHERS' ACTIVITIES 



THE DETROIT PRINCIPALS' 
ASSOCIATION 

Formed over twenty years ago, this association was 
the pioneer educational organization of the City of Detroit, 
and for many years it performed most of the various func- 
tions now distributed among the different educational socie- 
ties connected with the public school system. 

Because the necessity of some association of school prin- 
cipals was so apparent and the usefulness of the proposed 
organization so evident, the plan was popular at the outset, 
and every principal in Detroit became a member as soon as 
an opportunity was presented. 

The intention of the originators was to form and perfect 
an organization of such nature that its members, through 
the intercourse incident to its meetings, might become bet- 
ter acquainted. It was hoped that a spirit of harmonoius 
co-operation might result. It was expected that much of 
the thought expressed at the meetings would concern itself 
with the methods by which each of the members was en- 
deavoring to attain his particular ideal. It was clearly rec- 
ognized that, while the body of principals were thoughtful, 
earnest, and purposeful men and women, there were certain 
ones whose treatment of some specific feature of their work 
was noticeably superior to that of others. If an exchange 
of ideas should demonstrate that the methods of the suc- 
cessful ones were such as might be generally followed, it 
was logical to suppose that the average quality of the execu- 
tive and supervisory work of the principals would be 
improved. 

As soon as the association began its work the value of 
the organization was apparent, and its subsequent history 
has been a continuous tribute to the prophetic wisdom of 
the men and women who proposed it. 

At a time when the educational atmosphere was elec- 
trical with new and startling suggestions, when the peda- 
gogic hobbyists were filling the professional journals and 
using the daily press to promote their own peculiar doc- 
trines, when references to the "New Education" or the 
"Parker Idea" fairly reverberated in the lecture halls, when 
"Learn to Do by Doing" was a slogan, the Detroit Prin- 



DETROIT PRINCIPALS' ASSOCIATION 161 



cipals' Association calmly and judicially discussed each 
novelty as it was presented, reduced exaggerated claims to 
reasonable probabilities, recommended what seemed sound 
and constructive, and rejected what appeared to be merely 
visionary or iconoclastic. Its effect on the educational poli- 
cies of the Detroit school system was most salutary. It 
probably contributed more than any other local influence 
toward the attainment of those sound pedagogic funda- 
mentals which have long distinguished Detroit's educational 
propaganda. 

The limitations of space permit even a mere mention of 
many of the activities of this association. However, it 
should be observed that the first university extension work 
in Detroit was introduced and encouraged by it, and that 
through its committees many of the important questions 
concerning courses of study, distribution of pupils' time, 
etc., have been digested, and recommendations made to the 
proper authorities, all of which have been courteously 
received and most of which have been adopted in some 
modified form if not in their entirety. 

FRED W. MOE, 

President. 
Jefferson School. 




CHILDREN'S DAY, BELLE ISLE 



162 TEACHERS' ACTIVITIES 



THE DETROIT WOMEN PRINCIPALS' 
CLUB 

Several years ago the women principals of Detroit real- 
ized that the school system was growing so fast that they 
were not getting acquainted with their co-workers, so in 
February, 1911, a call came to organize a club. 

A meeting was held in the Jones School and a constitu- 
tion which says, "The Object of this Club shall be the for- 
warding of the educational interests of the city and the 
promoting of a closer fellowship among its members," was 
adopted. 

All women who are principals of the Detroit Public 
Schools, assistant principals, supervisors, assistant super- 
visors, grade principals, or heads of departments are 
eligible. 

The meetings are held once a month, from October to 
May inclusive. The program of the day is preceded by a 
business meeting and light refreshments are served by the 
House Committee of the Club. 

The Club has done considerable work along the child 
welfare lines. Two schools have been furnished supplies 
with which to serve penny lunches to the children during 
the morning recess. In one of these schools, some of the 
children come from the poorest homes and others are 
brought to school by their nurse maids. Poor and rich 
alike appreciate this lunch and it is a common occurrence 
for some little fellow to hand his teacher what he calls "A 
Thank You" the next day. Sometimes this consists of a 
small package of sugar for the cocoa or a small sealed box 
of wafers. 

Among other topics of educational interest the club has 
had lectures on the Montessori Method in Rome and in the 
United States by Miss Ellen Yale Stevens, Brooklyn Heights 
Seminary, and Dr. William H. Kilpatrick, Teachers' College, 
Columbia University. Mrs. Milner, a member of the faculty 
of the Detroit University School, has given a clear and com- 
prehensive talk on the American School Peace League; and 
Miss Elizabeth Cleveland, head of the continuation work, 
has discussed The Girls' Continuation Schools in Detroit. 



WOMEN PRINCIPALS' ASSOCIATION 163 

Last year Edward Howard Griggs, under the auspices of 
the Women Principals' Club, addressed the teachers of 
Detroit on "What is Progress: A Study in Modern Civihza- 
tion." Dr. Leo. M. Frankhn gave a talk, **A Survey of the 
Fundamental Social Needs of Detroit," and Miss Ada Free- 
man told about "Detroit's Juvenile Courts and The Asso- 
ciated Charities." 

Perhaps the most enjoyable social afternoon was a recep- 
tion by the Club to our Superintendent, Dr. Charles E. 
Chadsey, and Mrs. Chadsey. During the years 1914 and 
1915, delightful afternoons were spent with music. Mrs. 
James S. Park and Miss Sophie Clark interpreted Filipino 
and Indian music, and American music from 1492 through 
the War of 1812. On two afternoons the music was fur- 
nished by members of the Club. 

This year Mrs. Park and Miss Clark will continue their 
work on American music and the other meetings will be 
devoted to Detroit and Michigan along educational, indus- 
trial, commercial, and artistic lines. 

RACHEL McKINNEY. 

Columbian School. 



COUNTY BUILDING 
Cadillac Square 



164 TEACHERS' ACTIVITIES 



DETROIT SCHOOLMEN'S CLUB 

Nine years ago last June the men principals of the 
Detroit City Schools met in the Washington Normal School 
and organized the Detroit Men Principals' Club. The first 
president was Mr. T. P. Twiggs, at that time principal of 
the Bishop School. The club prospered and did much to 
promote the educational interest of the members, and also 
provided a pleasant means of social intercourse. 

So successful was this organization that in December, 
1910, it was decided to broaden the work, and to this end 
the name was changed to the Detroit Schoolmen's Club, and 
the privileges of the new association were extended to all 
the male teachers in the Detroit City Day Schools. Mr. 
C. N. Munro was the first president. The aim and purpose 
of the Club can best be set forth by quoting from its con- 
stitution : 

"The objects of the Club shall be: 

(a) To promote the educational interests of Detroit. 

(b) The cultivation of good fellowship among the 

men teachers in the schools." 

The new club is now in the sixth year of its existence. 
It has grown from 66 members in 1910 to 201 in 1915, and 
before the close of the present school year it is expected 
that every man teacher in the Detroit schools will be a 
member. 

It has been the custom of the club to hold four meetings 
each year, and at these meetings some man prominent in 
business, educational, or political life has addressed the 
members. This year the club is working under a new plan, 
that of a monthly luncheon. By special invitation, these 
luncheons have been held at the Detroit Board of Commerce 
and have proved very popular. The members, feehng that 
it adds to their professional efficiency, have always been 
interested and loyal, as is shown by the large attendance at 
the various functions during the past six years. 

The Club has been exceptionally fortunate in having the 
pleasure of listening to a number of very distinguished and 
eminent speakers, among whom have been : 

Hon. W. N. Ferris, Governor of Michigan. 
President King, Oberlin College. 



DETROIT SCHOOL MASTERS' CLUB 165 



Prof. Paul Goode, University of Chicago. 

Dr. M. V. O'Shea, University of Wisconsin. 

Dr. R. M. Wenley, University of Michigan. 

Prof. W. D. Henderson, University of Michigan. 

Mrs. Ella Flagg Young, Chicago. 

Hon. F. E. Doremus, Congressman, Detroit. 

Hon. L. L. Wright, Supt. Public Instruction of Michigan. 

Hon. James Schermerhorn, Editor Detroit Times. 

Hon. F. L. Keeler, Supt. Public Instruction of Michigan. 

Judge Wm. F. Connolly, Recorder's Court, Detroit. 

Dr. E. B. Twitmeyer, University of Pennsylvania. 

H. W. Shryock, Pres. of Normal School, Peoria, 111. 

Percy H. Boynton, University of Chicago. 

Harold N. Brow^n, New York City. 

Hon. David E. Heineman, Detroit. 

Milton C. Potter, Supt. of Schools, Milwaukee, Wis. 

Dr. C. E. Chadsey, Supt. of Schools, Detroit. 

The officers for the year 1915-1916 are: 

Templeton P. Twiggs, President. 
Edward J. Gunn, Vice-President. 
Daniel W. McMillan, Secretary. 
John Merrill, Treasurer. 

Executive Committee: 

Ivan E. Chapman, Chairman. 
Grant W. Gordon. 
Frank Cody. 
Theodore E. Wagner. 

It has been, and is now, the poHcy of the club to have 
discussed at its meetings current topics concerning educa- 
tional, governmental, and social problems, and to work with 
the superintendent and business men for better educational 
facilities. 



Western High School. 



D. w. McMillan, 

Secretary. 



TEACHERS' ACTIVITIES 



DETROIT MANUAL TRAINING CLUB 

The Detroit Manual Training Club was organized in 
1902. From a small beginning with less than a dozen mem- 
bers the roster of this club has grown until it now contains 
65 names. A regular program for the work of the year is 
always prepared by the Executive Committee before the 
first meeting in October. The topics have covered various 
phases of the work from year to year. This year the fol- 
lowing subjects are being discussed: 

The Efficiency Movement as Applied to Industries. 

Efficiency Tests as Applied to Education. 

Aims and Standards for Manual Training in the Grades. 

Aims and Standards for Manual Training in the High Schools. 

How May Efficiency Tests Strengthen Our Work in Manual Train- 
ing? 

Drawing Standards and Conventions for the Detroit Public 
Schools as determined by use in the majority of city shops. 

Laws Governing Compulsory Education In Michigan. 

A Historical Sketch of the Movement. 

One of the most progressive features of the Detroit 
Manual Training Club is that each year the teacher elected 
President is sent away for one week to visit schools in other 
cities at the expense of the club. An extensive report is 
made of these visits which is printed in the year book. 

NORMAN ARTHUR, 

President. 





^ 

r •:'* 


f^ i 


ftWH 




|K 



ALUMNI MEMORIAL HALL, U. OF M. 



TEACHERS' ACTIVITIES 



167 



DETROIT HOME ECONOMICS 
ASSOCIATION 

In 1907, two clubs were formed, one composed of teach- 
ers of Domestic Science, the other of teachers of Domestic 
Art in the piibhc schools. Meetings were held by each club 
once a month for the purpose of discussing their own 
special problems. In 1910 it was decided that more benefit 
would be derived from a union of the two clubs and the 
Detroit Home Economics Association was organized. At 
this time, too, all teachers of these subjects in Detroit 
and Highland Park were made eligible to membership. This 
brought info the organization dieticians, normal teachers, 
Y. W. C. A. teachers, and visiting housekeepers. 

In 1914, the association formally affiliated with the 
American Home Economics Association and is entitled to 
one representative in the council of that organization. It 
is actively engaged in the work of the Michigan Home 
Economics Association and is also a member of the Detroit 
Federation of Women's Clubs, with a representative in each 
one of the departments of the federation. It has a member- 
ship of seventy-five and meetings are held monthly, 
monthly. 

A regular program for the work of the year is prepared 
by the committee on Schedule and Program and reported 
upon at the first meeting in September. The topics cover 
various phases of the work from year to year. 



JULIA P. GRANT. 



Room 10, 50 Broadway. 




Cnnpinc Uhpek DirFicuL.Tic5 



16S TEACHERS' ACTIVITIES 

TEACHERS' RETIREMENT FUND 

Detroit was one of the first cities in the United States 
to estabUsh a retirement fund for her public school teachers. 
At a time when there were very few data on the subject 
and only a few similar funds in existence, public-spirited 
and far-seeing members of the Board of Education of this 
city formulated and presented to the state legislature a bill 
to provide an annuity system for Detroit teachers. This 
bill v;as passed and approved by the Governor in May, 1895, 
and became eflfective in the following September. 

Several amendments, proved necessary by experience, 
have been made to the law since that time, but the basic 
principles of the first law still remain and prove the wisdom 
of its framers. 

At first the funds were derived entirely from the 
teachers themselves. The law provided that the Board of 
Education might make deductions each month from teach- 
ers' salaries of reasonable sums on account of absence from 
duty, and directed that percentage deductions not to exceed 
one per cent of the salary of each teacher should be made 
monthly. These moneys were to constitute the fund, and 
from these sources alone the fund was self-supporting for 
a period of nearly fifteen years. 

Since 1901, however, in addition to the general fund from 
which the annuities are paid, there has accumulated a per- 
manent fund, made up of moneys received as interest on 
daily balances of the teachers' salary fund and tuition fees 
collected from non-resident pupils attending the city schools. 
This fund at present amounts to more than one hundred 
thousand dollars ($100,000). which is invested in municipal 
bonds producing an income approximating $5,000 a year. 
This interest on the permanent fund is credited each year to 
the general fund, and until recently was the only increment 
which the latter fund received outside of the contributions 
of the teachers. Since the permanent fund, however, has 
reached the maximum amount permitted by the law, the 
Board of Education has by resolution directed that hence- 
forth the interest on the teachers' salary fund and the 
tuition fees of non-resident pupils shall be credited to the 
general fund to assist in payment of annuities. 

A teacher in the city schools who has completed thirty 
years of service in the public schools, at least twenty years 



TEACHERS' RETIREMENT FUND 



of which period have been in the schools of Detroit, or one 
who has completed twenty-five years of service in the 
Detroit schools, is entitled upon application to be placed on 
the roll of annuitants. A teacher who has completed twenty- 
five years of service in the public schools, at least fifteen 
years of which have been spent in the schools of Detroit, 
may be placed upon the roll of annuitants by a majority 
vote of the Board of Trustees. A teacher who, in the judg- 
ment of the Board of Trustees, has become so disabled or 
incapacitated as to be unable or incompetent to perform the 
duties of teacher may be placed on the roll of annuitants by 
a two-thirds vote of the whole Board of Trustees, provided 
such teacher has completed twenty years of service in the 
public schools, at least ten years of which period have been 
spent in the Detroit schools. 

Each annuitant placed on the roll receives the same 
annuity, viz. : $360 a year in monthly installments of thirty 
dollars each. The maximum amount permitted under the 
law is $400 a year. 

The Board of Trustees, which is charged with the management of 
the fund, consists of seven members, as follows: 

The President of the Board of Education, the President Pro Tern 
of the Board of Education, the Chairman of the Committee on Teach- 
ers and Schools of the Board of Education, the Superintendent of 
Schools, and three representatives chosen by the teachers in the pub- 
lic schools who contribute to the fund. 

GEO. E. PARKER. 

Secretary. 

Bishop School. 

SOME STATISTICS — 1895-1915 

ANNUITANTS 

Number of names placed on roll of annuitants, 1895-1915 118 

Number of annuitants who were restored to duty 2 

Number who died 20 

Removed from roll 22 

Number on roll at present 96 

GENERAL FUND 
Total amount contributed by teachers, both percentage and 

absence deductions $204,563.00 

Total amount of interest received 41,016.00 

Annuities paid 245,143.00 

PERMANENT FUND 

Total amount of tuition fees $ 48,421.00 

Total interest on teachers' salary fund 58,592.00 

Legacy from a teacher 1,000.00 

Total $108,013.00 



170 TEACHERS' ACTIVITIES 



HOSPITAL ASSOCIATION 

The Hospital Association was organized in March, 1902. 
The constitution states its object to be "to raise funds for 
the benefit of sick and disabled teachers ; to invest and man- 
age such funds for that purpose ; to endow, own, and control 
beds or rooms in hospitals for such teachers; and to do 
such other things as are necessary to carry out such pur- 
poses." 

All regularly appointed teachers and cadets who con- 
tribute to the Teachers' Retirement Fund are eligible for 
membership. 

At present a room is endowed at Grace Hospital, for the 
use of sick or disabled teachers. 

The nucleus of the endowment fund was a balance of 
nearly two thousand dollars, which was left in the enter- 
tainment fund raised for the annual meeting of the Na- 
tional Educational Association held in Detroit in 1901. In 
order to increase this fund to the amount needed for the en- 
dowment, two bazaars were held at the Central High School 
in 1901 and 1902, at which articles contributed or made by 
the teachers and their friends were placed on sale. The 
bazaars were enthusiastically supported by every teacher 
and the public in general. Their success was beyond ex- 
pectation. From the proceeds and the above mentioned 
balance of two thousand dollars not only the endowment of 
a room at the Grace Hospital for the exclusive use of 
teachers was rendered possible, but enough remained to fur- 
nish and equip this room in a pleasing home-like manner. 
The room has been occupied almost continuously since 1902 
up to the present time, and has been an immeasurable aid 
to many sick teachers. 

Regular dues were not allowed by the Constitution until 
1912, but an Emergency Fund was maintained by small 
voluntary contributions made yearly by the members of 
the Association. This fund afforded the means with which 
to pay the rent for rooms selected by teachers who required 
hospital treatment while another member was making use 
of the regular room. 

The first endowment contract with Grace Hospital ex- 
pired September 8, 1912. It was renewed for a period of 



TEACHERS' HOSPITAL ASSOCIATION 



171 



live years, but, owing to the high cost of maintenance, an 
additional yearly payment of $250.00 had to be agreed to. 
This new expense, together with the increasing demands 
of emergency rooms caused by the rapidly growing number 
of public school teachers, necessitated an amendment to 
the Constitution. 

The voluntary contributions were abandoned, and since 
1913 annual dues of one dollar have been paid by every mem- 
ber of the association on or before November 1 of every year. 
From these dues sixteen dollars a week are paid for a period 
not to exceed three weeks toward the cost of a room selected 
by applicants when the Teachers' Room in Grace Hospital 
is occupied. Arrangements have been made that such an 
emergency room may be selected not only in Grace Hospital 
but also in Harper, Providence, or Samaritan Hospital, while 
teachers having contagious diseases are cared for in the 
Herman Kiefer Hospital under the same conditions. 

The fund maintained by the annual dues is in such a fav- 
orable condition that at present plans are being considered 
to grant still better aid to the teachers in days of sickness. 



Central High School. 



EMIL G. ALBRECHT. 

Treasurer. 




A BELLE ISLE CANAL 



172 TEACHERS' ACTIVITIES 



TEACHERS' MUTUAL AID 
ASSOCIATION 

Formerly, Detroit teachers out of health sometimes 
found themselves in the embarrassing position of being 
obliged to accept pecuniary aid from their co-workers; and 
it was with a view to help such persons without humiliating 
them that certain wide-awake and progressive teachers met 
one day in September, 1887, for the purpose of organizing 
a teachers' aid society. The immediate outcome of this 
meeting was the creation of the Teachers' Aid Association, 
with an initial membership of 184. 

The growth was slow but steady, for it met a real need 
in the lives of teachers. A constitution was issued and dis- 
tributed among its members. The initial fee was one dollar ; 
the dues were two dollars, paid semi-annually. In return 
for this investment, a benefit of one dollar per school day 
was provided, such benefit not to exceed eighty dollars 
during the school year. The Association slowly accumu- 
lated a surplus, for the expenses of administration — namely, 
stationery, postage, and the secretary's salary — were light. 
The health of the teachers was good, perhaps because of 
the absence of nervous strain in getting to and from the 
schools. There were no automobiles and the grass grew 
undisturbed between the rails of the horse cars. This is 
within the memory of a few of the Association's charter 
members. 

After twenty years of prosperity, the Association had 
accumulated a surplus of over two thousand dollars. What 
should the Board of Directors do with such a vast sum? 
Various things were suggested. At last it was decided that 
the Association (like other great and mighty organizations) 
declare a dividend to its members. Beginning in 1906 and 
continuing for five years, one dollar of the dues was 
remitted. 

Recently, the benefit has been increased, and the consti- 
tution re-drafted. At present, the Board is trying to hit 
upon a plan to convince the younger members of the teach- 
ing profession that gray hairs and illness are not wholly 
dreams of a pessimist who wishes to add a name to the 
membership. It is the vision of the Board to see the name 



MUTUAL AID 173 



of every Detroit teacher enrolled among the members. 
What if you yourself never expect to need its assistance? 
Are you not sufficiently broad-minded to help a fellow- 
worker ? 

May teachers band together more and more for mutual 
benefit and progress along all lines ! Long live the Teachers I 
Mutual Aid Association! 



Second Avenue. 



CARRIE L. WILCOX, 

Secretary/. 



STATISTICS 

Teachers' Mutual Aid Association. 

Organized 1887. 

First Annual Meeting, September, 1888. 

Receipts, $341; Benefits, $10; Balance, $294. 

Tenth Year. 
1897. 
Membership, 186; Receipts, $345; Benefits, $158; Balance, $916. 

Twentieth Year. 
1907. 
Membership, 271; Receipts, $327; Benefits, $206; Balance, 
$2,197.64. 

First dividend declared. 

1915. 

Annual Meeting, October 14, 1915. 

Treasurer's Report. 
Receipts: 

Balance on hand, October 8, 1914 $2,213.94 

Dues and Initiation Fees 954.36 

Interest on Savings Deposits 65.22 

$3,233.52 

Disbursements : 

Sick Benefits $1,038.00 

Stationery, Printing, Postage 17.36 

Bonds — Secretary and Treasurer 2.50 

Secretary's Salary 50.00 

$1,107.86 

Balance on hand $2,125.66 

Secretary's Report. 

Membership, October 8, 1914 412 

Increase 95 

Dropped 83 

Present membership 424 



174 TEACHERS' ACTIVITIES 



UNIVERSITY OF MICHIGAN 

EXTENSION COURSES 

IN DETROIT 

As a part of its scheme of extension service, the Univer- 
sity of Michigan provides annually for three hundred free 
lectures for the state as a whole, and special courses for 
credit for Detroit and other cities of the state. Of the free 
extension lectures, Detroit receives a fair proportion. These 
free lectures are given by a selected staff of the regular 
faculty of the university. The lectures cover a wide variety 
of subjects, as for example, Public Health, Art, Science, 
Economics, and Education. The average attendance upon 
the Detroit free lectures is from three to five hundred. 

The phase of extension work which is of special interest 
to teachers, however, is that which relates to university 
extension courses, conducted on the credit plan. A number 
of such courses is given in Detroit each year, four being 
in operation at the present time. These credit courses cor- 
respond in every particular to the regular work given in 
Ann Arbor. Members of the university faculty come to 
Detroit to conduct this work, each man giving a two-hour 
course, and meeting his class on every alternate Saturday 
during the college year. The tuition for a year's work is 
ten dollars. Students are permitted to elect two courses, 
and to earn four hours' university credit, the cost for tuition 
thus being two dollars and a half per credit hour. Written 
examinations are given at the close of each semester. All 
students desiring credit are required to take such examina- 
tions, and to make satisfactory grades. It is understood, 
however, that the taking of an examination is optional. In 
other words, those who elect the work for reasons other 
than for university credit may or may not take the examina- 
tions as they desire. 

In organizing and maintaining extension courses for 
credit, the University of Michigan endeavors to render ser- 
vice of an educational nature to three distinct classes. First, 
it seeks to meet a definite demand on the part of a large 
number of people for extension work leading to university 
credit. In the second place, it offers to teachers that mental 
stimulus and inspiration which come from directed and 



UNIVERSITY EXTENSION 175 

systematic study. And, third, these extension courses offer 
to many people, other than teachers or those seeking uni- 
versity credit, an opportunity to improve themselves along 
educational lines, and to keep in touch with modern and 
academic thought. 

The University of Michigan Extension Service in Detroit, 
as in the state at large, is constantly being improved, and 
will be enlarged as new demands arise. 

W. D. HENDERSON, 

Director University Extension Service. 
Ann Arbor. 



DETROIT AND WAYNE COUNTY 

ANNUAL TEACHER S' 

INSTITUTE 

Under the state law, an institute for the teachers of the 
county must be held each year. Attendance at this institute 
is required, full salary is allowed, and failure to attend is 
treated as a regular absence with consequent loss of pay. 
As Wayne County consists of Detroit and its immediate 
environs, the institute is held in Detroit Central High School 
and the audience is composed largely of Detroit teachers. 
The institute occurs in September during the first week of 
the school year, and in 1915 the total attendance was ap- 
proximately 2600 persons. Details of arrangement are in 
the hands of a conductor and a special committee appointed 
by the State Superintendent. 

Lecturers 1914 Lecturers 1915 

E. B. Bryan Edwin B. Twitmyer 

J. Paul Goode M. F. Libby 

D. E. Phillips Harold H. Brown 

M. V. O'Shea Mae E. Schrieber 

EHzabeth E. Farrell Percy H. Boynton 

Wm. E. Chancellor H. W. Shyrock 
Wm. R. Ranch 



176 OTHER EDUCATIONAL INSTITUTIONS 



LUTHERAN PAROCHIAL SCHOOLS 

The history of the Lutheran church records the fact 
that this church has at all times considered the religious 
training of her children her paramount duty. The parochial 
school she has considered the most effective means of accom- 
plishing this purpose. This is why the Lutheran school is 
as old as the Lutheran church herself. 

The first Lutheran school in Detroit was organized about 
1850, the grandfathers and great-grandfathers of some of 
the children now attending these schools being the organ- 
izers. An institution that is able to maintain itself through 
three generations, and is gaining the favor of the people 
more and more, as its present prosperous condition shows, 
must possess abiding merit. There are at present 3,525 
pupils enrolled in the Lutheran parish schools of Detroit. 
These schools comprise, generally, onlj^ the first seven 
grades, after which the pupils enter the eighth grade of the 
public schools. The school buildings are, upon the whole, 
not very pretentious, but sanitary conditions prevail. About 
ninety per cent of the teachers are men, all well prepared 
for their profession. 

The Rev. Mr. Tresselt, a prominent Lutheran clergyman 
of Detroit, when asked why the Lutherans maintain parish 
schools, made this reply : "Because we consider it to be the 
first duty of Christian parents towards their children, to 
give them a thorough religious training. The instruction 
given by the Sunday school is not sufficient. The state must 
have schools, must instruct and train its youth. Woe to the 
state that neglects to do this ! But it would be un-American, 
were the public schools to teach religion. They cannot and 
must not. Separation of church and state is the funda- 
mental principle of our government and constitution." He 
also quoted the words of Daniel Webster, "Whatever renders 
one a good Christian, renders him a good Citizen." 

E. A. KNORR. 

Northwestern High School. 



OTHER EDUCATIONAL INSTITUTIONS 177 



CATHOLIC PAROCHIAL SCHOOLS 
1. History 

The foundation of the present parochial school system in 
Detroit was laid 215 years ago, when Cadillac and his colony 
erected a rude church, which they called St. Anne's. 

The records of this church give an interesting account 
of the colony. Indeed, with the exception of those of the 
Catholic church at St. Ignace, there are no records in the 
West so ancient and so interesting. Their authenticity is 
attested by the signatures of Cadillac, De Noyelle, and 
Tonty. 

In 1703, Cadillac wrote to Count Pontchartrain : "Permit 
me to insist upon the great necessity there is for the estab- 
lishment of a seminary at this place for the instruction of 
the children of the savages with those of the French, in- 
structing them in piety and at the same time teaching them 
our language." 

The Jesuit and Franciscan priests in the colony became 
the teachers of the children, and the schools they estab- 
lished were the only effective educational agencies until 
1809, when a law was passed providing for common schools. 

In 1804 Father Gabriel Richard organized a Ladies' 
Seminary, with lay teachers in charge, and a school for 
young men, in which he taught. His was a rich contribu- 
tion to the cause of education. He brought the first printing 
press to Detroit, printed the first newspaper, represented 
Michigan in Congress, and was one of the founders of the 
University of Michigan, and its first vice-president. 

In a communication to the Governor and Judges in 1808 
he shows how comprehensive were his educational ideals: 
*Tt would be very necessary to have in Detroit a public 
building for an academy in which the higher mathematics, 
geography, history, natural and moral philosophy should be 
taught to young gentlemen of our country, and in which 
should be kept the most necessary machines for the improve- 
ment of the useful arts and for making the most necessary 
physical experiments ; we should also make a beginning of a 
public library." 

In 1883 nuns of various teaching orders were placed in 
charge of the schools, and their number increased as the 
parishes were organized and parish schools established. 



178 OTHER EDUCATIONAL INSTITUTIONS 

The ideals of the founders of the parish school — to dis- 
cipline the will and the intellect in their system of educa- 
tion — are carried out in the religious training in the paro- 
chial schools. Church history and religious instruction are 
included in the curriculum. 

2. Present Catholic Educational System 

(1) Catholic religious orders of men and women are in 
charge of the following educational agencies in Detroit, 
other than parochial schools: 

No, of Pupils 

St. Francis' Home for Boys 345 

St. Joseph's Commercial College 115 

St. Vincent's Orphan Asylum for Girls 200 

House of the Good Shepherd 299 

Academy of the Sacred Heart 144 

1,103 

(2) Parochial Schools : 

Total number of Catholic Parochial Schools 48 

Total number of teachers 486 

Total number of pupils 33,792 

In all the parochial schools eight grades are taught. 
Seven offer full high school courses — Classical, Modern 
Language, English, and Business. Music and industrial 
arts are also taught. The rule of the Diocesan Board re- 
quires the teachers in the grades to have normal school 
training, and those in the high schools university degrees. 

GENEVIEVE K. DUFFY. 



> 





FITTING ACTIONS TO WORDS 
School for Deaf 



PRIVATE SCHOOLS 



179 




THr a^OJ*/E 'POIHTE SCHOOL 



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THE EASTERN LIGGETT SCHOOL 



180 OTHER EDUCATIONAL INSTITUTIONS 



PRIVATE SCHOOLS 

To understand the position of the private schools of 
Detroit, it is first necessary to consider somewhat the 
abnormal growth of the city. The story of Detroit's miracu- 
lous development, due to the pecuHar industrial situation 
here, reads like a modern "Arabian Night's" tale. In 1900 
Detroit's population registered 285,704; December 1, 1915, 
the population of greater Detroit was estimated by the 
Board of Commerce as being 760,000. The last fifteen years 
show a growth of 266 per cent. 

Such a phenomenal growth brings new problems to par- 
ents whose children are of school age: first, neighborhoods 
change, taking families into suburban districts ; second, the 
city's institutions, naturally, have not been able to grow 
apace with the population ; consequently the public schools 
have been overcrowded. As a result of these two facts six 
private schools have been estabhshed in Detroit since 1905. 

These are: (1) The North Woodward School, 1905, sit- 
uated in that part of the city first affected by the expansion. 
Miss Newman, in developing her course of study, plans to 
base the work on experience. For instance, in the domestic 
science department, the young housewives cook real meals 
in a real kitchen. (2) The Jefferson Avenue School, 1908, 
which emphasizes modern languages. (3) The Dexter 
School, 1908, which follows as closely as possible the plan 
of the German ''Gymnasium." (4) The Bloomfield Hills 
Seminary, 1912, situated in a district made up of large 
estates. Miss Eades follows the schedule of the Horace 
Mann School, beginning at 8:45 A. M. and closing at 3:30 
P. M. Her curriculum offers many interesting departures. 
(5) The Eastern Liggett School, 1913, built to accommodate 
the children of the new "Indian Village" community. This 
school is particularly fortunate in its artistic building set in 
the woods. Its equipment is unique. Adjustable and mov- 
able furniture gives the school room an air of informality, 
"which does not mean disorder but poise and control." (6) 
The Grosse Pointe School, 1915, which is in temporary quar- 
ters. The kindergarten department in this school is work- 
ing on a plan to make the step from the kindergarten to the 
first grade less marked. 



PRIVATE SCHOOLS 



181 



Old Detroit supported two private schools, one for boys 
and one for girls ; namely, The Detroit University School and 
The Liggett School. 

The Detroit University School, established in 1890, has 
since been reorganized as The New Detroit University 
School. It has an excellent gymnasium and the largest 
pool in the city. Stress is laid on corrective gymnasium 
work, which fact results in strong athletic teams for the 
school. 

The Liggett School, 1878, of which The Eastern Liggett 
School is a branch, is the oldest and largest private school 
in the city. It is in this school that Mr. S. A. Courtis 
developed his standard tests for achievement in the funda- 
mentals of arithmetic and English. As another method of 
increasing the school's efficiency, detailed and careful corre- 
lation has been brought about by intra-departmental meet- 
ings; also, a system of analyzed reports has been worked 
out whereby descriptive words are used in place of percents 
or figures. 



GRACE M. ALBERT. 



Northwestern High. 




DETROIT UNIVERSITY SCHOOL 





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OTHER EDUCATIONAL INSTITUTIONS 183 



BUSINESS SCHOOLS 

The business schools of Detroit include the Central 
Business College on the second floor of the United States 
Radiator Building at Broadway and Grand River, Mr. E. 
Admire, manager; the Detroit Commercial College over the 
Detroit Bank at 204 Griswold St., R. J. McLean, president; 
the Business University, occupying the second and third 
stories of the building at Grand River and Park Place, with 
offices on the first floor, president, E. H. Shaw; and The 
Business Institute, occupying the entire three-story Insti- 
tute Building, 163-169 Cass Avenue, A. F. Tull, president. 

These schools all give courses of study outlined for 
approximately a year, six months being required for short- 
hand and typewriting, and six months for the business 
course. The work is so arranged that the exact time 
depends upon the students, the tendency of the average 
student being to require somewhat more than the time indi- 
cated. Students may take either the business or short- 
hand course alone if preferred. The same courses of study 
are offered in the night classes, which are conducted 
Monday, Wednesday, and Friday evenings. 

The Graham system of shorthand is taught by the Busi- 
ness University and the Central Business College. The 
Detroit Commercial College teaches the Gregg. The Busi- 
ness Institute has for a number of years taught both the 
Graham and the Gregg systems. It might be interesting to 
note that in The Business Institute, where these two leading 
systems of shorthand have been taught for years, they have 
both been found very satisfactory, the Gregg students mas- 
tering the subject in a little less time than is required by 
the Graham students. The majority of the students in 
attendance have had some high school work and many are 
high school graduates. 

By concentrating all the attention upon the purely com- 
mercial subjects, it is the plan of the business schools to 
help a student to qualify for office employment in from six 
months to a year, depending upon the subjects which are 
taken. In each of these schools the student is encouraged 
to take bookkeeping in addition to the shorthand and type- 
writing. 



184 



OTHER EDUCATIONAL INSTITUTIONS 



Opportunity is also afforded those who wish to prepare 
for commercial teaching. The number of high schools giving 
instruction in commercial subjects has increased rapidly in 
the last few years. This has resulted in a demand for teach- 
ers capable of giving instruction in bookkeeping, shorthand, 
and typewriting, in addition to the regular high school 
subjects. An effort is being made by some of the schools 
to supply this demand for business teachers by giving 
special normal study in connection with the regular course. 

Visitors will be cordially welcomed at any of the schools 
mentioned. 

A. F. TULL. 



r 








x*^"' ' "^^bH^^I^^H^b 



BUSINESS UNIVERSITY— BOOK-KEEPING ROOM 



BUSINESS SCHOOLS 



185 



TYPEWRITING ROOM, 
THE BUSINESS INSTITUTE 





•PHOTOGRAPH OF A CLASS OF STUDENTS ATTENDING THE DAY SESSIONS 



THE BUSINESS INSTITUTE 



186 OTHER EDUCATIONAL INSTITUTIONS 



SPECIAL SCHOOLS 

The industrial revolution, bringing with it tremendous 
economic and social changes, has turned the United States 
from an agricultural to a manufacturing nation in scarcely 
one hundred years. The last decade, especially, has wit- 
nessed the passing of the small factory and the entrance of 
the big-unit system. Detroit has felt this change to a great 
degree, owing to the growth of the automobile industry. 
This growth has brought home to the manufacturers two 
problems of great importance. 

Big production was made possible only through further 
division of labor and separation of processes. The old type 
master mechanic and the capable all-around machinist is not 
produced in numbers sufficient to cope with factory needs. 
In his place has developed a one-task man, an operator 
whose mechanical knowledge consists, generally, of his 
ability to perform a single operation. Master mechanics 
have been demanded, but the dying out of the apprentice 
system, together with the developments noted above, has 
caused the supply to fall below standard. 

The growth of Detroit's auto factories has called for a 
large labor supply. This was not present in Detroit. High 
wages proved an enticing bait to the newly arrived immi- 
grant and the average yearly increase in population has 
been about 15,000. Most of these have been foreigners 
understanding little or no English and thus handicapping 
both themselves and the factory. 

As a possible solution to these difficult problems some of 
the more far-seeing Detroit manufacturers have developed 
two types of schools of which their employees might take 
advantage. The mechanical type was introduced at the 
Cadillac Motor Car Company by Mr. Henry M. Leland, a 
man possessing unusual foresight. This type had for its 
ideal development of capable and practical all-around me- 
chanics, with special training along the line of automobile 
construction. This school has been in operation since May, 
1907, and from it have been graduated more than 200 
skilled mechanics who now hold positions of responsibility 
in production with the Cadillac and other companies. The 
object of this school is not selfish and its graduates are 
not in any way limited in their choice of employers. The 



SPECIAL SCHOOLS 



187 



Cadillac plan has been followed by the Studebaker Corpora- 
tion, the Chalmers Motor Car Co., and the Morgan & Wright 
Company. 

Ford's factory school for the teaching of practical Eng- 
lish is the forerunner of the second type. This was founded 
by Judge Tuttle in 1914 with the idea in mind of developing 
good citizens as well as intelHgent laborers. Since its incep- 
tion accidents in the plant have been reduced fifty-four per 
cent. The operatives have shown a greater interest in their 
work and many have used their diploma as a substitute 
for examination in securing their second citizenship papers. 
The Packard Motor Car Co. is just opening a school of sim- 
ilar type to solve their foreign labor problem. 

Almost four acres of floor space are devoted to instruc- 
tion in the art of dancing in Detroit. There are sixteen 
recognized organizations where proficiency in this art may 
be acquired. Every type of dance, from the old fashioned 
waltz and two-step, to the modern maze, and the aesthetic 
and classic dances, is taught in these academies. A careful 
survey showed that more than 2,500 dancing lessons are 
being given each week. 

ARTHUR B. MOEHLMANN. 

Eastern High. 



SPECIAL SCHOOLS 

FACTORY SCHOOLS 



Type of School 



Length of 



No. 
Students 



Burroughs Adding Ma- 
chine Co 

Cadillac Motor Car Co.. . 
*Chalmers Motor Co.. . . 
Ford Motor Co 



Michigan State 

phone Co 

Morgan & Wright Co 
Packard Auto Co. . . . 



Tele- 



Adding machine oper- 
ation 

Applied mechanics. . . 

Mechanical course. . . 

Practical English 
Course 

Telephone operation. 

iPractical mechanics. . 
English course 



**Studebaker Corpora- Practical mechanics. 

tion 

John W. Ladd ISalesmanship 



6 weeks 

2 years 
6 months 
8 months 

10 days 

1 year 
Not opened 

survey. 
Depends on 

experience 
Depends on 

experience 



34 

10 

136 

11 

1 
at time 

previ 

previo 



40 

100 

300 

2800 

100 

12 
of 

ous 

us 
12 



188 



SPECIAL SCHOOLS 



AUTO SCHOOLS 



Name 


Type of School 


Length of 
Course 


No. 
Instruc- 
tors 


No. 
Students 


Michigan State Auto 

School 

Sterling Auto College.. . . 


Auto repairing and 
chauffeuring 

Auto repairing and 
chauffeuring 


1-3 months 
1-3 months 


3 
1 


100 

No 
data 



*Plan to increase to 1,000 pupils by end of January, 1916. 
■*Just opened December 1, 1915. 

SCHOOLS FOR DANCING 



School 


Location 


Floor space 


No. Pupils 


Strassburg School of Dancing. 

Annie Ward Forster 

Alexander Hurst 


29 Sproat St 

1201^ Farmer St 

607 Woodward 

305 Fisher Arc 

63ValpeyBldg 

11-17 Elizabeth W. .. 

K. of C.Hall 

422 Grand River 

19 Owen Ave 

333 Michigan 

56 Adams East 

Woodward and Stim- 

son 

Jefferson and Field . . . 
Jefferson and Sheri- 
dan 

443 Concord Ave . . 


Sq. Ft. 

10,000 
4,000 
2,400 
1,000 
2,000 
3,200 

25,000 

3,300 

7,200 

800 

6,000 

26,000 

218,000 
5,000 

3,000 


600 weekly 
350 weekly 
350 weekly 


Crane's Studio 

Curt Tree 


200 monl'y 
100 weekly 


Krogall Health Studio 

Adele Strassburg Hyde 

Garand's Dancing Academy. . 

Professor Gaines 

J. F. McDonald 

Clark Academy of Dancing. . . 
fArcadia 


500 yearly 

600 weekly 
1300 yearly 

230 weekly 
30 weekly 
No data 

200 weekly 


fThePier 

i"Palais de Danse 


No data 
No data 


La Craix School 


25 weekly 



tPubiic dance halls. Instruction a side issue. 
Total floor space devoted to instruction, 136,900 square feet. 



BARBERING COLLEGES 



Moyler Barbering College, 



Location 


Length of 
Course 


No 
Students 


Gratiot 


... 8 weeks 


40 



SCHOOLS OF MANICURING 

R. Hubbard Liggett Building 2-6 months No data 

Mme. Butler 214 Broadway 2-6 months No data 

SCHOOLS OF HAIRDRESSING 

R. Hubbard Liggett Building 4-6 weeks No data 

Anderson's Institute 405 Fisher Ave 2 weeks 8 

MarinelFs Scherer Building 4-6 weeks No data 



SCHOOLS OF DRESSMAKING 



Acison Tailoring School. . . .410 Broadway. 



10, 25, or 40 250 
days 



SPECIAL SCHOOLS 



ISO' 



SCHOOLS OF LETTERING 



Name 



Length of 
Course 



Detroit School of Lettering . 82 Griswold 3-6 months 



No. 

Students- 

200 



SCHOOLS OF HORSEMANSHIP 

Detroit Riding School 728 Cass Ave 6 to 18 lessons 75- 

Dyer Riding School 56 Shepherd Ave . . . . 6 to 18 lessons ISC' 



SCHOOLS FOR STAMMERERS 

Reed School 387 Hubbard 6 weeks 

Lewis School 35 Hubbard 6-8 weeks 



15 
No data 



SCHOOLS OF SALESMANSHIP 

Sheldon School 412 New Telegraph Bldg. No data No data 

John W. Ladd Lafayette & Vermont 3-6 months 12 




COUNTY HIGH SCHOOL, HAMTRAMCK, MICH. 



190 OTHER EDUCATIONAL INSTITUTIONS 



THE SCHOOLS OF WAYNE COUNTY 

The schools of Wayne County outside of Detroit differ 
materially from schools of other counties, for in many places 
it is difficult to tell where the city district ends and country 
school districts begin. There are 148 school districts and 
167 school houses in the county, with 547 teaches. There 
are 28,305 children of school age drawing primary money, 
and of this ni.vTiber 17,690 are attending school, with an 
average attendance of 12,866. 

The highest salary paid in the management of the 
schools is $3,500 and the lowest $700, the average salary 
being $1290. The highest salary paid in the grades of the 
graded schools is $100 a month, the lowest $45, with an 
average of about $60. 

There are 135 rural schools employing 21 men and 114 
women teachers. The highest salary paid men teachers is 
$110 per month and the lowest $40, averaging $63.81. The 
highest salary paid women teachers in the rural schools is 
$75, the lowest $30, averaging $50.93. The average school 
term is nine and one-twelfth months. 

The rural schools pay the tuition to high school of 242 
pupils. The total valuation of school property is $2,219,084. 
The above figures do not include the City of Detroit and 
City of Wyandotte. 

Many of the large schools near Detroit follow the city 
course of study and do about the same work that is being 
done in the city schools. All the rural schools of the county 
follov/ the state course of study, a very practical and sys- 
tematic course prepared by a committee of educators 
appointed by the state superintendent. It has been revised 
several times and is in use in all the rural schools of the 
State of Michigan. It provides for the teaching of eight 
grades, and the laws of the state will not permit teachers 
in the rural schools to teach above the eighth grade without 
special permission. The course is well illustrated and in- 
cludes the subject of agriculture. It is provided with a 
most excellent outline in literature. 

The lowest qualifications for teachers in the county is 
that they be high school graduates, have six weeks' training 
at the Michigan State Normal College, and hold a county 



COUNTY SCHOOLS 191 



certificate issued by the county board of school examiners. 
There are many teachers in the rural schools holding 
various college and normal certificates. All teachers are 
required to attend institutes regularly every year, one of 
which is in session a week in the fall, in connection Mdth the 
city schools. One institute is held in connection with the 
Farmers' Institute in February and lasts for a week or ten 
days, the evening meetings being devoted to school topics. 

An eighth grade examination is held each year at a 
stated time; questions are provided by the state superin- 
tendent, based upon the course of study, and are uniform 
throughout the state. The examination is conducted by the 
county school commissioner, and all passing this examina- 
tion receive their tuition to high school, not to exceed 
twenty dollars, if application is made on or before the fourth 
Monday in June, and they may receive their entire tuition 
and transportation providing the electors of the district 
vote to pay the same at the annual meeting. This is being 
done in many cases. 

The rural schools maintain an athletic association, and 
about the time of the eighth grade examination they gen- 
erally meet for a tournament. 

Many of the graded schools in the larger villages main- 
tain splendid high schools. It is an inspiration to visit the 
up-to-date rural high school, with its 130 or 140 pupils, 
sturdy boys and girls, who rise early in the morning to 
perform the usual tasks of the farmer boy and girl, and are 
in the school invariably on time for the educational tasks 
of the day. 

The largest high school building is situated in the village 
of Highland Park and cost over $400,000. It is equipped 
with a gymnasium, swimming pools, manual training and 
domestic science equipment. 

The school grounds in rural communities are usually 
large and adequate for games and exercises. In this respect 
they are superior to city schools. 

A general supervision is exercised over the rural schools 
by the county school commissioner and one assistant com- 
missioner. Much has been done in equalizing the term of 
school, in securing the tenure of the teacher's position, and 
in providing good school libraries. Pains has been taken 



192 



OTHER EDUCATIONAL INSTITUTIONS 



to encourage the reading habit and to provide the best of 
books in Hbraries which are kept in the school rooms in 
charge of the teacher. 

There has been a survey from a sanitary standpoint 
taken of all these schools, and the need for improvements 
called to the attention of the school officers who are in 
immediate control. A standard has been fixed, visits made 
by invitation of the school boards, a number of schools 
brought to the standard, stamped by the State Superin- 
tendent as standard schools, and a placard fixed on the front 
of the building. 

The compulsory education law is enforced in the rural 
schools very much as in the city schools, and officers are 
appointed by the county school commissioner to enforce this 
law. 

E. W. YOST. 



County Building. 



County Commissioner. 




AN IDEAL COUNTY SCHOOL, GROSSE ISLE, MICH. 



OTHER EDUCATIONAL INSTITUTIONS 193 



HIGHER EDUCATION IN DETROIT 

Detroit has schools for professional education in the 
law, in medicine, in the specialized branches of teaching, in 
arts, and in engineering. 

The first of these institutions of higher education was 
the Detroit College of Medicine, which goes back to 1864, 
when Detroit was one of the important hospital centers for 
the care of wounded soldiers. The present institution was 
reorganized in 1913 with an endowment of more than 
$100,000, which is steadily increasing through gifts. The 
college through co-operation with hospitals and charitable 
institutions offers special advantage for the practical study 
of medicine. 

The University of Detroit, founded in 1877 by the 
Fathers of the Society of Jesus, offers courses in the liberal 
arts leading to the A. B. degree, and has recently added 
courses in law and engineering, the latter being housed in 
a completely-equipped building opened in November, 1915. 
The course is of the co-operative type, many large indus- 
trial plants of Detroit working with it in offering facilities 
for the training of students. 

The Thomas Normal Training School is perhaps the 
most widely known of Detroit's institutions of higher 
learning, especially among educators. Its special field is 
to train teachers in manual training, domestic science, and 
physical training. It was founded in 1888, by Mrs. Myra 
B. Thomas, who was for 18 years supervisor of music in 
the Detroit pubhc school system. 

Education for the profession of law is provided by the 
Detroit College of Law, now in its twenty-fifth year. The 
faculty is made up of practicing lawyers and judges. The 
course requires three years and may be taken either in 
afternoon or evening sessions. About 250 students are now 
enrolled and plans are under way for adequa^"'^ ^uildings, 
the present quarters in the Y. M. C. A. building laving been 
outgrown. 

KARL E. MURCHEY. 

Cass Technical High School. 



194 OTHER EDUCATIONAL INSTITUTIONS 



THE UNIVERSITY OF MICHIGAN 

"Seven cities warred for Homer, being dead, 
Who, living, had no roof to shroud his head." 

One city claims great Michigan grown; the name of 
those who claim the infant Michigan is legion. Down on 
Bates Street, near Congress, here in Detroit, there leans a 
decrepit structure where, on a brass plate, he who runs 
may read that here, on August 26, 1817, was born the 
"University of Michigan." This infant undertaking was 
in charge of two churchmen, Father Gabriel Richard and 
the Reverend John Monteith. The terms of founding pro- 
vided that there should be in all fifteen officers : a president, 
dent, a vice-president, and thirteen professors. The worthy 
churchmen paused not a moment: the Reverend Mr. Mon- 
teith was unanimously elected president and seven of the 
professors ; Father Richard was as unanimously proclaimed 
the rest of the officers and faculty. The total enrollment 
was eleven, inclusive of the facultj''. 

Then came the law of 1837, which approved the estab- 
lishment of a state university, but placed it at Ann Arbor; 
so the two churchmen resigned their fifteen offices simul- 
taneously, the University of Michigan carved on its seal 
"1837" instead of "1817," and the total enrollment multi- 
plied itself by five. 

All this was three-quarters of a century ago. Today the 
campus of forty acres is still "The Campus," but some idea 
of the growth may be seen in the fact that on this campus 
there are only 22 of the University buildings ; the other 33 
have been built on adjacent property. 

The present university is made up of nine departments ; 
its student body numbers seven thousand; it maintains in 
all over fifty buildings, together with seven libraries, two 
dormitories for women (for Michigan is coeducational), 
two hospitals, two athletic fields, a ninety-acre arboretum 
and garden along the Huron River, a forestry farm of eighty 
acres, and an engineering camp and biological station. 

The University of Michigan is known for many things: 
its faculty; its student body, which represent every state 
in the Union and every country in the world ; its equipment ; 
its alumni: (almost always) its athletic record. But it is 



UNIVERSITY OF MICHIGAN 



195 



known perhaps most of all for its "spirit" — that evasive 
thing, in whose being or not being there lies success or 
failure. Michigan spirit is known and appreciated where- 
ever there are or have been Michigan men or women, and it 
is to this in great part that the university owes its present 
greatness. 

MARGERY NICOLSON. 

Northwestern High School. 




UMVKRSITY HALL 




LIBRARY 



196 



DIRECTORY 



STATE ORGANIZATION 

REGENTS OF THE UNIVERSITY OF MICHIGAN 

Junius E. Beal 
Harry C. Bulklev 
Wm. L. Clements 
Victor M. Gore 
Benjamin S. Hanchett 
L. L. Hubbard 
F. B. Leland 
Dr. Walter H. Sawyer 



STATE BOARD OF EDUCATION 

President — Thomas W. Nadal, President of Olivet College. 

Vive-President — Fred A. Jeffers, Superintendent of School Pains- 
dale, Michigan. 

Treasurer — Frank Cody, Assistant Superintendent of Schools, 
Detroit, Michigan. 

Secretary — F. L. Keeler, State Superintendent of Schools. 

STATE SUPERINTENDENT OF SCHOOLS 
Fred M. Keeler, Lansing, Michigan. 

WAYNE COUNTY COMMISSIONER 
E. M. Yost, County Building, Detroit, Michigan. 











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UNIVERSITY HOSPITALS 



197 



CITY ORGANIZATION 

MEMBERS OF THE BOARD OF EDUCATION 

Name Ward Term Expires 

MuMFORD, Samuel C First June 30, 1919 

Spaulding, John C Second " 

Reinhold, a. H Third " 

McMiCHAEL, Albert, M. A., M. D. .Fourth 

Hunter, J. Scott Fifth " 

ScovEL, Fred J Sixth " 

Bahorski, Joseph Seventh 

Morgan, Albert P Eighth " 

Majeske, Joseph F Ninth June 30, 1917 

Maybee, Wm. H Tenth 

Kreuger, Frank G Eleventh " 

Sherman, Albert E Twelfth " 

Hely, Albert Thirteenth " 

Condon, George M Fourteenth " 

Auch, Geo, W Fifteenth 

Neinas, F. C, D.D.S Sixteenth 

O'Hara, John Seventeenth " 

Harms, Wm. T Eighteenth " 

Heinrich, Ernest F Nineteenth " 

Warncke, John H Twentieth " 

KoMROFSKY, Henry Twenty-first " 

Oscar B. Marx, Mayor, Ex-Officio. 
Wm. F. Connolly, Recorder, Ex-OfRcio. 

OFFICERS FOR 1915-1916. 

ALBERT McMICHAEL President 

GEORGE AUCH President Pro Tem 

CHAS. A. GADD Secretary 

MAX C. KOCH, City Treasurer Treasurer Ex-Officio 

CHAS. E. CHADSEY. Superintendent of Schools 

ALBERT E. STEWART Supervisor of Property 

MALCOMSON & HIGGINBOTHAM Architects 

AMMERMAN & McCOLL Consulting Engineers 

EDMUND ATKINSON, Ass't Corp. Counsel Attorney 



198 SCHOOL DIRECTORY 



DIRECTORY OF DETROIT PUBLIC SCHOOLS 

Name of school, principal, location, car lines starting at or near 
City Hall, and time from City Hall. 

Domestic Science equipment is indicated by D. S., Manual Train- 
ing Centers by M. T., Kindergarten by Kin. 

Normal School. 

MARTINDALE NORMAL SCHOOL John F. Thomas, Principal 

Boulevard and Grand River; Jefferson-Grand River car to 
Boulevard, v^^alk east; 30 minutes. 

High Schools. 

CASS TECHNICAL HIGH SCHOOL Benj. F. Comfort, Principal 
E. G. Allen, Director Mechanical Dept.; J. L. Holtsclaw, Direc- 
tor High School of Commerce; Miss Elizabeth Cleveland. 
Director Continuation School for Girls; Grand River and 
Second Avenues; walking distance, or Jefferson-Grand River 
car; 5 minutes. 

CENTRAL HIGH SCHOOL David Mackenzie, Principal 

2,500 students, D. S., M. T., auditorium, gymnasium, swim- 
ming pool, laboratories, lunch room; Woodward car to Han- 
cock Avenue; 15 minutes. 

EASTERN HIGH SCHOOL J. Remsen Bishop, Principal 

D. S., M. T., auditorium, gymnasium, lunch room; Mack car 
to E. Grand Blvd.; 25 minutes. 

McMillan high school G. W. Murdoch, Principal 

Fort-W. Jefferson car to West End Avenue; 35 minutes. 

NORTHEASTERN HIGH SCHOOL Chas. Novak, President 

D. S., M. T., auditorium, gymnasium, swimming pool, lab- 
oratories, lunch room; Baker car to Hancock, walk two blocks 
east; 35 minutes. 

NORTHWESTERN HIGH SCHOOL Edwin L. Miller, Principal 

D. S., M. T., auditorium, gymnasium, laboratories, lunch 
room; Jefferson-Grand River car to West Grand Boulevard; 
30 minutes. 

WESTERN HIGH SCHOOL W. A. Morse, Principal 

D. S., M. T., auditorium, gymnasium, laboratories, lunch 
room; Baker or Sherman car west to Scotten Avenue; 25 
minutes. 

Elementary Schools. 

ALGER SCHOOL Miss Alice H. McAdam, Principal 

Grades 1-8 and Kin., D. S., M. T.; Woodward Car to Kenil- 

worth; walk two blocks east; 25 minutes. 
AMOS SCHOOL Miss Elizabeth K. Lantz, Principal 

Grades 1-8 and Kin., D. S., M. T.; Fort Car west to Military 

Avenue, walk two blocks north; 25 minutes. 
BAGLEY school Miss Wilma K. Everest, Principal 

Grades 1-4 and Kin.; Michigan car to Fourteenth; 15 minutes. 
BARSTOW SCHOOL (New, Fireproof) Miss M. M. Lenahan, Prin. 

Grades 1-8 and Kin.; Jefferson car east to Riopelle, walk one 

block north. 
BEARD SCHOOL John Loeffler, Principal 

Grades 1-8 and Kin.; Fort car west to Waterman Avenue; 

30 minutes. 



SCHOOL DIRECTORY 199 



BELLEFONTAINE SCHOOL Miss Clara McConnell, Principal 

Grades 1-4 and Kin., Fort car west to Morrell St; 25 minutes. 

BELLEVUE SCHOOL Thomas Gunn, Principal 

Grades 1-8 and Kin.; Sherman car east to Bellevue Avenue, 
walk three blocks south; 35 minutes. 

BENNETT SCHOOL John Merrill, Principal 

Grades 1-8 and Kin., D. S., M. T.; Baker car to end of line 
and transfer to Springwells car to Whitaker, walk two blocks 
west; 1 hour. 

BERRY SCHOOL Chas. W. Erickson, Principal 

Grades 1-8 and Kin.; Sherman car east to Concord Avenue; 
walk two blocks north; 40 minutes. 

BISHOP SCHOOL George E. Parker, Principal 

Grades 1-8 and Kin., D. S., M. T., swimming pool, baths, 
clinic, dental clinic, ungraded room, foreign room; Fourteenth 
car east to Winder St. 

BROWNSON SCHOOL Miss Frances Yeager, Principal 

Grades 1-5 and Kin.; Sherman car east to Maple St. 

BURTON SCHOOL (new, fireproof) Miss Ada Beverley, Principal 
Grades 1-8 and Kin., dressmaking and special preparatory 
classes for girls; Woodward car to Peterboro Street, walk 
one block west; 10 minutes. 

CAMPAU SCHOOL Miss A. D. Schrader, Principal 

Grades 1-8 and Kin., D. S., M. T.; Woodward car north to 
Warren Avenue, transfer to Crossto\vn east to Campau 
Avenue; 40 minutes. 

CAMPBELL SCHOOL Guy L. Bates, Principal 

Grades 1-6 and Kin.; Baker car east to Alexandrine Avenue; 
walk three blocks west. 

CAPRON SCHOOL Miss Flora M. Miller, Principal 

Grades 1-8 and Kin., D. S., M. T.; Sherman car east to 
Riopelle St.; walk two blocks north. 

GARY SCHOOL Burton Barnes, Principal 

Grades 1-8 and Kin., D, S., M. T., ungraded room; Fort-West 
Jefferson car to Radermacher Avenue; walk two blocks north; 
30 minutes. 

CHANDLER SCHOOL Miss A. C. Smith, Principal 

Grades 1-8 and Kin.; Gratiot car to McClellan Avenue, walk 
south two blocks; 45 minutes. 

CHANEY SCHOOL Miss Marion Law, Principal 

Grades 1-8 and Kin.; Myrtle car to Lawton Avenue; walk 
north two blocks; 35 minutes. 

CLAY SCHOOL Miss D. R. Teagan, Principal 

Grades 1-4 and Kin.; Woodward car to Peterboro Street; 
walk west two blocks; 15 minutes. 

CLINTON SCHOOL Miss Sophie Bachmann, Principal 

Grades 1-4 and School for Cripples; Sherman car east to 
Rivard Street; walk one block north, one block east; 15 
minutes. 

CLIPPERT SCHOOL (new) Will I. Curtiss, Principal 

Grades 1-8 and Kin., ungraded room; Michigan car west to 
Martin Avenue; 40 minutes. 



200 SCHOOL DIRECTORY 



COLUMBIAN SCHOOL Miss R. McKinney, Principal 

Grades 1-6 and Kin.; West Warren car to McKinley Avenue; 
40 minutes. 

CONDON, JR., HIGH SCHOOL (new, fireproof) 

Alphonzo M. Cotter, Principal 
Academic, D. S., M. T.; Chas. A. Picken, Director Mechanical 
Department; Woodward or Fourteenth car, transfer to Cross- 
town to Vinewood Avenue, walk south three blocks; 40 min- 
utes. 

CRAFT SCHOOL Miss Elizabeth A. Lantz, Principal 

Grades 1-6 and Kin., D. S., M. T.; Michigan car west to Vine- 
wood Avenue, one block north; 25 minutes. 

GROSSMAN SCHOOL (new) Miss Mercy J. Hayes, Principal 

Grades 1-8 and Kin.; Hamilton car north to Taylor Avenue; 
30 minutes. 

CUSTER SCHOOL Miss Mary E. Dunphy, Principal 

Grades 1-2. 

DICKINSON SCHOOL Miss Minnie C. Hardy, Principal 

Grades 1-6 and Kin.; Jefferson-Grand River car to Calumet 
Avenue; 20 minutes. 

DOTY SCHOOL (New) Miss M. E. Weatherby, Principal 

Grades 1-8 and Kin., D. S., M. T.; Woodward car north to 
Glynn Court, walk two blocks west; 30 minutes. 

DUFFIELD SCHOOL Wm. A. Ellis, Principal 

Grades 1-8 and Kin., D. S., M. T.; Sherman car east to Chene 
Street, walk one block south; 25 minutes. 

DWYER SCHOOL (New, Fireproof) Miss Inez Kepperling, Prin. 
Grades 1-8 and Kin.; Fourteenth car east to Caniff Avenue; 
45 minutes. 

ELLIS SCHOOL (New) Arthur S. Nichols, Principal 

Grades 1-8 and Kin., ungraded room; Michigan car west to 
Thirty-fifth Street, walk north three blocks; 35 minutes. 

ESTABROOK SCHOOL Miss Cora L. Peel, Principal 

Grades 1-8 and Kin.; Fourteenth car west to McGraw, walk 
four blocks west; 35 minutes. 

EVERETT SCHOOL Frank N. Steele, Principal 

Grades 1-6 and Kin., foreign room for adults; Trumbull car 
east to Hastings; 15 minutes. 

FAIRBANKS SCHOOL Carl J. Barlow, Principal 

Grades 1-8 and Kin., D. S., M. T., Department for Defective 
Speech; Tuesdays and Fridays; Hamilton car north to Seward 
Avenue; 30 minutes. 

FARRAND SCHOOL Miss Clara M. Roat, Principal 

Grades 1-8 and Kin., D. S., M. T. Latin and Algebra in 8th 
grade; Woodward car north to Harper Avenue, walk east 
one block; 20 minutes. 

FERRY SCHOOL Miss Mary M. Mahoney, Principal 

Grades 1-6 and Kin,; Baker car north to Ferry Avenue, walk 
one block east; 40 minutes. 

FIELD SCHOOL Miss Janet Mackenzie, Principal 

Grades 1-8 and Kin., Latin; Sherman car east to Field 
Avenue, walk one block north; 40 minutes. 

FIRNANE SCHOOL Miss Mary A. Alt, Principal 

Grades 1-4 and Kin.; Trumbull car east to McDougall, walk 
one block north; 35 minutes. 



SCHOOL DIRECTORY 201 



FRANKLIN SCHOOL Grant Gordon, Principal 

Grades 1-8 and Kin., D. S., M. T,, School for Blind, School 
for Defectives; Fourteenth car to Brooklyn Avenue, walk 
south two blocks; 20 minutes. 

GARFIELD SCHOOL Edward J. Gunn, Principal 

Grades 1-8 and Kin.; Brush car north to Frederick; 30 
minutes. 

GEORGE JUNIOR HIGH SCHOOL John E. Redden, Principal 

Elbert E. Mote, Director Mechanical Department 
Academic, mechanical, and commercial; Fourteenth car east 
to Superior Street, walk two blocks east; 30 minutes. 

GILLIES SCHOOL Miss Marion D. Fairbairn, Principal 

Grades 1-8 and Kin., D. S., M. T., ungraded room; Fort 
car west to Junction Avenue, walk one block north; 35 
minutes. 

GOLDBERG SCHOOL Miss Frances S. Hardie, Principal 

Grades i-» and Kin., D. S., M. T.; Fourteenth car west to 
Marquette, walk two blocks east; 35 minutes. 

GREUSEL SCHOOL Miss Katherine B. White, Principal 

Grades 1-8 and Kin., D. S., M. T., Public Library Branch; 
Harper car east to Medbury Avenue, walk two blocks west; 
50 minutes. 

HANCOCK SCHOOL Mrs. C. Kinney, Principal 

Grades 1-8 and Kin., D. S., M. T.; Fourteenth car west to 
Hancock Avenue; 30 minutes. 

HARRIS SCHOOL Miss Elizabeth Meyers, Principal 

Grades 1-8 and Kin.; Mack or Gratiot car east to Ellery 
Street; 20 minutes. 

HELY SCHOOL Miss Nora L. Egan, Principal 

Grades 1-8 and Kin.; Harper car east to Townsend Avenue; 
50 minutes. 

HIGGINS SCHOOL Miss Ora H. Vandenbergh, Principal 

Grades 1-8 and Kin., D. S., M. T.; Fort car west to Distel 
Street, walk one block north; 45 minutes. 

HILLGER school (New, Fireproof) 

Miss Henrietta Robinson, Principal 
Grades 1-6 and Kin.; Mack car to Seneca Avenue; walk seven 
blocks north; 40 minutes. 

HOUGHTON SCHOOL Earl F. Benson, Principal 

Grades 1-8 and Kin., School for Deaf; Sherman car west to 
Eighth Street, walk one block south; 10 minutes. 

HUBBARD SCHOOL Miss Harriet C. Park, Principal 

Grades 1-5 and Kin.; Sherman car west to Twenty-fifth 
Street; 25 minutes. 

IRVING SCHOOL Mrs. Jane C. Smith, Principal 

Grades 1-8 and Kin., D. S., M. T., Latin and Algebra in 8th 
grade; Woodward car to Willis Avenue, walk one block west; 
15 minutes. 

IVES SCHOOL (New) Miss Laura M. Downey, Principal 

Grades 1-8 and Kin., D. S., M. T.; Jefferson car east to Philip 
Avenue, walk two blocks north; 50 minutes. 



202 SCHOOL DIRECTORY 



JACKSON SCHOOL Miss A. G. Richardson, Principal 

Grades 1-4 and Kin. 

JEFFERSON SCHOOL Fred W. Moe, Principal 

Grades 1-8 and Kin.; Hamilton car to Selden Avenue; 15 
minutes. 

JOHNSTON SCHOOL Miss Amelia Stark, Principal 

Grades 1-4 and Kin. 

JONES SCHOOL Miss Emma E. Coughlan, Principal 

Grades 1-6 and Kin.; Mack car to Baldwin Avenue, walk 
two blocks north. 

kiefer hospital 

Open Air School; Hamilton car to Blaine Avenue. 

LILLIBRIDGE school Wm. Lightbody, Principal 

Grades 1-8 and Kin. (2 portables), D. S., M. T.; Jefferson 
car east to Beniteau, walk north two blocks; 40 minutes. 

LINCOLN SCHOOL Miss H. Jane Cooper, Principal 

Grades 1-6, Prevocational Class for Girls; Brush car to Brady- 
Street; 15 minutes. 

LOGAN SCHOOL George Birkaw, Principal 

Grades 1-8 and Kin.; Michigan car to Clippert Street, walk 
two blocks south; 40 minutes. 

LYSTER school Miss Inez Caswell, Principal 

Grades 1-5 and Kin.; Michigan car to Livernois, walk south 
one block; 40 minutes. 

McGRAW SCHOOL Miss Esther Hamilton, Principal 

Grades 1-8 and Kin.; Grand River car to McGraw; walk one 
block west; 35 minutes. 

McKINLEY SCHOOL Miss Millie Harris, Principal 

Grades 1-7 and Kin., special room for defectives; Hamilton 
car to Stanley Avenue; 25 minutes. 

McKINSTRY school Miss M. Willmarth, Principal 

Grades 1-8 and Kin., D. S., M. T.; Baker or Sherman car 
west to McKinstry Avenue; 30 minutes. 

MAJESKE school (New, Fireproof) Miss Ella Fitzgerald, Prin. 
Grades 1-8 and Kin.; Baker car east to Trombley Avenue, 
walk two blocks west; 35 minutes. 

MARCY SCHOOL (New) Miss Margaret A. Holmes, Principal 

Grades 1-8 and Kin., D. S., M. T.; Mack car to Helen Avenue, 
walk north one block; 30 minutes. 

MARR SCHOOL Miss Margaret MacCulloch, Principal 

Grades 1-8 and Kin., Training Department of City Normal; 
Jefferson-Grand River car to Roosevelt Avenue; 30 minutes. 

MAYBURY (New) Miss Eleanor S. Dessotell, Principal 

Grades 1-8 and Kin.; Sherman car west to Clark Park, walk 
through Park; 25 minutes. 

MONTEITH SCHOOL Miss Elizabeth Courville, Principal 

Grades 1-8 and Kin.; Jefferson car east to Hibbard Avenue; 
35 minutes. 

MOORE SCHOOL Donald C. Gordon, Principal 

Grades 1-8 and Kin.; Fourteenth car east to Alger Avenue; 35 
minutes. 



SCHOOL DIRECTORY 203 



MORLEY SCHOOL Miss Clara B. Reekie, Principal 

Grades 1-S and Kin., D. S., M. T.; Fort-West Jefferson car to 
Portland Avenue, walk one block north; 40 minutes. 

MUMFORD SCHOOL (New) Miss Lotta V. McGregory, Principal 
Grades 1-8 and Kin.; Mack car to Garland Avenue, walk south 
three blocks; 40 minutes. 

NEWBERRY SCHOOL E. J. Fox, Principal 

Grades 1-6 and Kin.; Michigan car to Twenty-ninth Street; 
walk north two blocks; 35 minutes. 

NICHOLS SCHOOL (New) Miss Cynthia M. Chamberlain, Prin. 

Grade 1-6 and Kin.; Mack car to Burns Avenue, walk south 

one block; 35 minutes. 
NORVELL, JR., HIGH SCHOOL Benjamin A. Nolan, Principal 

Academic and Mechanical; Gratiot or Mack car to Jos, Cam- 

pau Avenue, walk one block south; 25 minutes. 
OWEN SCHOOL Miss Virginia Thorne, Principal 

Grades 1-8 and Kin., D. S., M. T.; Myrtle car to Vermont 

Avenue: 20 minutes. 

PALMER SCHOOL John N. Mead, Principal 

Grades 1-8 and Kin.; Fourteenth car east to Horton Avenue; 
30 minutes. 

PARKE SCHOOL Miss Kitty Moynahan, Principal 

Grades 1-8 and Kin., Ungraded Room; Baker car east to Mil- 
waukee Avenue, walk one block east; 40 minutes. 

PINGREE SCHOOL Miss Fannie Boston, Principal 

Grades 1-8 and Kin. (2 portable buildings); Mack car to 
McClellan Avenue, walk one block north; 40 minutes. 

PITCHER SCHOOL Miss Leila P. Best, Principal 

Grades 1-8; Michigan car west to La\\i;on Avenue, walk one 
block north; 30 minutes. 

POE SCHOOL Miss Esther J. Cousins, Principal 

Grades 1-6 and Kin.; Hamilton car to Lysander Street, walk 
one block west; 25 minutes. 

POTTER SCHOOL Miss Belle Stuart, Principal 

Grades 1-4 and Kin.; Myrtle car west to Tillman Avenue, 
walk one block north; 35 minutes. 

PRESTON SCHOOL ^ Miss Alice E. Robison, Principal 

Grades 1-5 and Kin.; Shennan car west to Seventeenth 
Street; 20 minutes. 

ROBERTS SCHOOL Miss Clara E. Cogger, Principal 

Grades 1-4; Fourteenth car east to Adelaide Street; walk 
west two blocks; 20 minutes. 

ROSE SCHOOL Miss Alice V. Hart, Principal 

Grades 1-8 and Kin.; Michigan-Gratiot car to Van Dyke 
Avenue, walk one block north; 40 minutes. 

RUSSELL SCHOOL George R. Berkaw, Principal 

Grades 1-6 and Kin., Prevocational Class for Boys, baths. 
Open Air School; Fourteenth car to Eliot Street, walk two 
blocks east; 20 minutes. 

SAMPSON SCHOOL (New) Miss Madeline Holmes, Principal 

Grades 1-8 and Kin., furnished with tables and chairs; West 
Warren car to Begole Street, or Woodward car and transfer 
to Crosstown west car to Begole, walk two blocks north; 
40 minutes. 



204 SCHOOL DIRECTORY 



SCHOOL FOR BLIND 

See Franklin School. 
SCHOOL FOR CRIPPLES 

See Clinton School. 
SCHOOL FOR DEAF Miss Gertrude Van Adestine, Principal 

Day School, Grades 1-8 and Training School for Teachers of 

the Deaf. See Houghton School. 
SCRIPPS SCHOOL Miss Helen Baker, Principal 

Grades 1-8 and Kin., D. S., and M. T.; Sherman car east to 

Belvidere Avenue; 25 minutes. 
SILL SCHOOL Roy W. Stevens, Principal 

Grades 1-6 and Kin.; West Warren car to Thirtieth Street; 

35 minutes. 
SMITH SCHOOL Miss Anna J. Maker, Principal 

Grades 1-6 and Kin.; Sherman car east to EUery Street, 

w^alk north two blocks; 35 minutes. 
STEPHENS SCHOOL (New) Hiram W. Miller, Principal 

Grades 1-8 and Kin., Open Air Classes; Michigan-Mack car 

to Seneca Avenue, walk two blocks north; 40 minutes. 
TAPPAN SCHOOL Miss Helen McKerrow, Principal 

Grades 1-8 and Kin.; Michigan car west to Vermont Avenue, 

walk two blocks south; 20 minutes. 
THIRKELL school (New) F. W. Latham, Principal 

Grades 1-8 and Kin., Special Preparatory for Girls; Four- 
teenth car west to Boulevard, walk four blocks north; 40 

minutes. 
THOMAS SCHOOL Walter I. Bloom, Principal 

Grades 1-8 and Kin.; Harper car to Palmer Avenue, walk 

east three blocks; 40 minutes. 
TILDEN SCHOOL Miss Katherine Hardie, Principal 

Grades 1-8 and Kin., D. S., M. T.; Trumbull car to Kirby 

Avenue, walk east two blocks; 25 minutes. 
TROWBRIDGE SCHOOL John Belisle, Principal 

Grades 1-6 and Kin.; Brush car north to Forest Avenue; 30 

minutes. 
VAN DYKE SCHOOL, Miss Ine M. Welch, Principal 

Grades 1-6 and Kin.; Shei-man car east to Van Dyke Avenue; 

35 minutes. 
WASHINGTON SCHOOL James M. Mandeville, Principal 

Grades 1-8 and Kin.; Beaubien near Madison Avenue; walk- 
ing distance. 
WEBSTER SCHOOL T. Dale Cooke, Principal 

Grades 1-8 and Kin., D. S., M. T.; Sherman car west to 

Twenty-first Street; 20 minutes. 
WILKINS SCHOOL Miss M. Weidemann, Principal 

Grades 1-8 and Kin.; Sherman or Baker car west to Third 

Avenue; 10 minutes. 
WILLIAMS SCHOOL Miss Jean Lannin, Principal 

Grades 1-8 and Kin.; Michigan-Gratiot car to Mt. Elliott, 

walk north one block; 30 minutes. 
WINGERT SCHOOL Miss Florence E. Geer, Principal 

Grades 1-8 and Kin.; JefFerson-Grand River car to Boulevard, 

walk west two blocks; 40 minutes. 

Prepared by Oliver G. Frederick, 
Room 7, 50 Broadway. jlssisiant Superintendent of Schools. 



INDEX 



Academic High Schools 38 

Aims and Ideals 12 

Allen, E. G 48, 65 

Albert. Grace M 181 

Albrecht, Emil G 171 

Ancient Stockade 127 

Architect 22 

Arthur, Norman 166 

Art in Detroit 138 

Art Museum 139 

Athletic Associations 96 

Attendance 114 

Autobiographies, continua- 
tion girls' 68 

Auto Schools 188 

B. 

Bachmann, Eleanor C 159 

Banquet of school club mem- 
bers 149 

Basketry for subnormal chil- 
dren 82 

Barbering schools 188 

Beginning, The 125 

Beginnings of education in 

Detroit 6 

Blind children using Montes- 

sori material 85 

Board of Commerce 152 

Board of Education 14, 197 

Board of Estimates 16 

Board of Health 132 

Beverley, Clara 107 

Bookkeeping class room 184 

Boys building garage 103 

Bowerman, Charles B 45 

Breath control 87 

Budget 17 

Business management 18 

Business schools 183 

C. 

Cadillac square 95 

Cadillac's letter 125 

Cadillac's signature 6 

Cass Technical High School 

46, 47 

Capitol High School 39, 41 

Captains of Soccor Leagues . 100 

Caron, Nettie Clark 157 

Catholic Schools 177 

Central High School 41 

Chadsev, Charles E 13 

Chilvers. Thomas 107, 141 

Children's day. Belle Isle 137 

Cigarette smoking 155 

Citizenship classes 62 

City organization 197 



Page 

Class of crippled children... 82 

Class in dressmaking 69 

Class in speech correction ... 88 

Class in salesmanship 69 

Cleveland, Elizabeth 

67, 79, 92, 94, 119 

Clinics, dental 132 

Clinics, eye 132 

Clinics, psychological 122 

Cody, Frank 63,71, 77 

Compulsory education 114 

Condon Junior High 49 

Consulting Engineer 23 

College of Medicine 193 

Commercial courses 45 

Conner, Guy L 124 

Contents 9 

County High School 189 

Courtis, S. A 121 

Crippled children. School for. 80 

D. 

Davis, Darrel H 96 

Dancing schools 188 

Deaf, School for 86 

Defective mouth formation . . 90 

Delivery wagons 19 

Design for banners 100 

Detroit and Wayne County 

Institute 175 

Detroit Athletic Club 156 

Detroit College of Law 193 

Detroit Home Economics As- 
sociation 167 

Detroit Principals' Associa- 
tion 160 

Detroit's problem — growth... 126 

Detroit Public Library 130 

Detroit Public Schools 198 

Detroit Manual Training 

Club 166 

Detroit Museum of Art 138 

Detroit Schoolmen's Club.... 164 
Detroit Teachers' Association 158 
Detroit University School . . . 181 
Detroit Women Principals' 

Club 162 

Directory 196 

Doty School 56 

Drawing 108 

Dramatization 61 

Dressmaking School 92, 188 

Dresses made by trade school 93 

E. 

Early vocational education... 125 

Eastern High School 42 

Eastern Liggett School 179 



INDEX 



Page 

Educational Research 120 

Elementary schools 52 

Eligibility 27 

Employment permits 116 

English in elementary schools 106 

Engineers and janitors 23 

Equipment 20 

Evening schools 62 

Extension courses 174 

F. 

Factory schools 187 

Fletcher, Fanny S 85 

Flower festival 143 

Fitting actions to words 178 

Finances 16 

First free public school 53 

First high school 39 

Fisher, Boyd 153 

Free text books 18 

Freight yards 44 

Funds 17 

G. 

Gadd, Chas. A 19 

Garage, Boys building 103 

Gamble, Gula E 151 

General financial statistics... 30 

General school statistics 30 

Girls' continuation classes. . . 66 

Goodwin, C. A 149 

Grade — age report 123 

Graph, Board of Health 134 

Graph, Growths 128 

Greusel School 57 

Grosse Pointe School 179 

Grosvenor, Mary Hamilton . . 143 
Guysi, Alice V.'. 109, 140 

H. 

Hair-dressing school 188 

Henderson, W. D 175 

Herman Kiefer Hospital 

School 73 

Heller, Regina 59 

Higher education in Detroit. 193 
High school cartoons. 79, 110, 111 
High School of Commerce. . . 45 

High school teams 97 

Highland Park club 148 

Hill floor blocks 61 

Horsemanship schools 189 

Hospital Association 170 

Hospital school 73 

Home and school gardening.. 142 
Hudson, J. L & Co 67 

I. 

Ideal County School 192 

Individual Plots 145 

Institute, County 175 

Illustrations 
*Full page 



Page 

Ancient Stockade 127 

Annual Banquet, school 

clubs 149 

Basketry, subnormal chil- 
dren 82 

*Belle Isle 6 

Blind children 85 

Board of Commerce 153 

Bookkeeping room 184 

Boys building garage 103 

Breath control 87 

Cadillac's signature 6 

"'Cadillac Souare 95 

Canal at Belle Isle 163 

Capitol Square High School 

39, 41 

Captains of winning soccer 

teams 100 

*Cass Technical High School 46 

Central High School 41 

Children's Day, Belle Isle. . 137 

Class in Dressmaking 69 

Class in Salesmanship 69 

Class of crippled children. 82 
Class attending Business 

Institute 185 

Condon .Junior High School 49 

'•'Continuation girls 68 

County Building 161 

County schools 

Elementary 192 

High 189 

Deaf children 87 

Delivery wagons 19 

Design, for banners 100 

Detroit Athletic Club 156 

Detroit University School. 181 

Dramatization 61 

'•'Dresses from trade school. 93 

*Dotv School 56 

Eastern High School 42 

Eastern Liggett School 179 

Electrical testing labora- 
tory 48 

First free public school ... 53 

First high school 39 

Fitting actions to words . . . 171 

Flower festival 143 

^Freight yards 44 

Four boys of same age. ... 155 

Garage completed 103 

*Graph, Board of Health... 134 

Graphs of growth 128 

=^Greusel School 57 

Grosse Pointe School 179 

Herman Kiefer Hospital 

School 73 

Highland Park Club 148 

*High School Cartoons 

r 79, 110, 111 



INDEX 



Page 

High school teams 97 

Hoe and rake brigade 144 

How many do not smoke 

cigarettes 155 

Kindergarten activities. .60, 61 
Manual training for blind. 83 
*Map, Recreation Commis- 
sion 135 

Map of Detroit showing 

wards 15 

*Martindale Normal Train- 
ing School 34 

Models built with enlarged 

gifts 60 

Northeastern High School. 43 
*Northwestern High School 8 
Northwestern Y. M. C. A. 

Club 148 

Off to market 145 

Open air schools 74 

Open air concert stand .... 141 

Pharmacy class 65 

Picture posing 37 

Pitcher School 55 

*Posture charts 98 

Prevocational classes 75 

St. Anne's Church 6 

Rhythm 87 

Same area in 1916 127 

*School equipment, graph.. 21 

Special class 77 

Stencils by eighth grade.. 109 
Summer camping party. . . 151 
* Supervision of instruction, 

graph 25 

Teaching Articulation 91 

Teaching control of facial 

muscles 90 

Teaching voice production. 90 
Teaching "wide open"throat 91 
Touch system for the blind 83 

Transplanting lesson 144 

Transportation of crippled 

children 81 

Twentieth Century Club... 156 
Typewriting room. Busi- 
ness Institute 185 

University of Michigan 195, 196 

Wards in Detroit 15 

Washington Crossing the 

Delaware 37 

*West Grand Circus Park.. 10 

Western High School 42 

Wingert School 56 

*Y. M. C. A. Building 147 

J 

Janitors 23 

Jayne, Ira W 137 

Joyce Junior High School ... 49 

Junior high Schools 50 



K Page 

Kindergartens 58 

Knorr, E. A 176 

L 

Letter of Welcome 11 

Lettering schools 189 

Lutheran schools 176 

M 

Manicuring schools 188 

Manual Training 102 

Manual work for blind 83 

Map, Recreation Commission 135 

McKinney, Rachel 163 

McMichael, Albert M 11 

McMillan, D. W 165 

Medical Direction 124 

Men's continuation classes.. 64 

Metzner, Alice B 123 

Models built with enlarged 

gifts 60 

Modern Detroit 127 

Moe, Fred W 161 

Moehlman, Arthur B 187 

Morehouse, Gladys F 133 

Morse, J. A 112 

Murchev, Carl E 193 

Murdoch, Geo. W 51 

Museum of Art 138 

Music in Detriot Schools ... 107 

Musical opportunities 141 

N 

New main library 129 

New teachers and substitutes 112 

Nicolson, Marjorie 195 

Northeastern High School . . 43 

Northwestern High School . . 8 

Northwestern Y. M. C. A. Club 148 

Normal Training School .... 34 

O 

Off to market 145 

Open air concert stand 141 

Open air schools 72, 74 

P 

Parker, Geo. E 169 

Parochial Schools, 

Catholic 177 

Lutheran 176 

Pensions 168 

Physcial Education 101 

Physical defects 133 

Pitcher School 55 

Pewabic pottery 139 

Posture charts 99 

Practice school 35 

Preface 7 

Prevocational classes 75 

Private schools 180 

Psychological Clinic 122 



INDEX 



R. Page 

Rake and hoe brigade 144 

Receipts and disbursements. 17 

Recreation Commission 136 

Rythym 87 

S. 

Ste. Anne's Church 6 

Salaries, annual 31 

Secretary, Board of Educa- 
tion 19 

Schools 

Continuation 64 

County 190 

Elementary 52 

Evening 62 

High 

Academic 38 

Commercial 45 

Junior 50 

Technical 47 

Industrial 187 

Parochial 176 

Private 180 

Special for 

Advanced 94 

Blind 84 

Crippled 80 

Deaf 86 

Defectives 76 

Hospital 73 

Open-air 72 

Prevocational 75 

Speech correction 88 

Subnormal 76 

Trade 92 

School census 19,116 

Spain, Chas. L 52 

Speech correction 88 

Special preparatory classes 

for girls 78 

Special teachers 28 

Special advanced classes .... 94 

State Board of Education. . . . 196 
Statistics 

Board of Health.. 133 

Compulsory Education .... 118 

Educational Research 121 

Elementary Schools 54 

Evening Schools 63 

General financial 30 

General school 30 

High Schools 43 

Junior High Schools 51 

Kindergartens 59 

Library 131 

Manual Training 105 

New Teacher and Substi- 
tutes 113 

Normal Training School . . 37 

Parochial Schools 178 

Teachers' Mutual Aid 173 



Page 
Teachers' Retirement Fund 169 

Vacation Schools 70 

Stencil work by eighth grade 109 

Stoddard, Clara B 89 

Strohm, Adam 131 

Supervision of Instruction . . 24 
Supervision of Instruction 

Staff 26 

Supervision of School Prop- 
erty 22 

Summer camping party. . . . 151 

T. 

Table of private schools .... 182 
Teachers' Mutual Aid Asso- 
ciation 172 

Teaching Corps 27 

Teaching, speech correction 90,91 
Teachers' Retirement Fund. 168 
Thomas Normal Training 

School 193 

Time schedule 54 

Touch system for the blind . . 83 
Trade dressmaking depart- 
ment 92 

Transfers 115 

Transplanting lesson 144 

Transportation of crippled 

children 81 

Trybom, J. H 104 

Tull, A. F 184 

Twentieth Century Club 156 

Twiggs, Templeton P 118 

Typewriting room. Business 

Institute 185 

U. 

University of Detroit 193 

University of Michigan 194 

V. 

Vacation Schools 70 

Van Adestine, Gertrude .... 87 
Vocational guidance for girls 119 

W. 

Wards 15 

Wayne County Commissioner 196 

West Grand Circus Park 10 

Western High School 42 

Wilcox, Carrie L 173 

Wingert School 55 

Women's Clubs 154 

Y. 

Young Men's Christian Asso- 
ciation 146 

Young Women's Christian 

Association 150 

Yost, E. W 192 



llL'^RARY OF CONGRESS ^S^ 



022 124 034 



